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Development and Evaluation of High School Science-Camp Using EdGCM

Learn about the development and evaluation of a high school science camp that incorporates the use of EdGCM, an educational global climate model. Enhance students' interest in science and technology through hands-on activities and experiential learning.

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Development and Evaluation of High School Science-Camp Using EdGCM

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  1. Development and Evaluation of High School Science-Camp Using EdGCM Yukimasa Tsubota1，Mark A. Chandler2 and Linda Sohl2 1J. F. Oberlin University in Tokyo, Japan 2Center for Climate Systems Research, Columbia University and NASA/GISS

  2. Outline ofour presentation • Background of presentation • Science Camp • EdGCM • Development of Our Three Day Camp • Evaluation of Our Science Camp

  3. What is the science camp?

  4. Strategies for promoting science education and public understanding of science and technology in Japan. (http://rikai.jst.go.jp/eng/)

  5. Science Camp • Executed by: Universities, Research institutes, Private companies. • Intended for: High school students • Purpose of the project: Enhancing high school students’ interest in science,technology, and further intellectual interest comprehensively. • Activities involved: Offering experiences provided by universities, public research institutes or enterprises. • Offered 3 times a year; summer, winter and spring. • Approximately 100 programs offered per year.

  6. What is EdGCM?

  7. EdGCM Project Goals • Educational Global Climate Model • The main goal of the EdGCM Project is to improve the quality of teaching and learning of climate-change science through broader access to GCMs, and to provide appropriate technology and materials to help educators use these models effectively. (http://edgcm.columbia.edu)

  8. Documentation • EdGCM Manual • EdGCM Quick Start Guide • EVA Manual • EdGCM Workshop Guide • Workshop Agenda • EdGCM Global Warming Exercise • EdGCM Presentation • Earth Exploration Toolbook: Envisioning Climate Change Using A Global Climate Model (http://edgcm.columbia.edu/support2/supplemental/) (http://edgcm.columbia.edu/support2/documentation/)

  9. EdGCMBuilt-in Scenarios • Modern Specified SST • Can be used as training session • Modern Predicted SST • Can be used as a control run • Doubled CO2 • Global Warming • 2000 and afterwards CO2 increase 1% per year. • IPCC A1F1_CO2Scenario • Uses the CO2 increase from IPCC’s A1FI scenario.

  10. Developed our three day camp.

  11. Objectives of Our camp The purpose of the science-camp project is to enhance high-school students' interest in science and technology; and to foster intellectual interests in general. Our science camp is part of our climate-change education program. Our concrete objectives are: to understand the climate system; to understand a Global Climate Model (GCM) and its use; to experience the scientific process and to acquire scientific strategies; and to develop an attitude toward global environmental-issues.

  12. Contents of our science camp • Lecture should be minimum. • Climate Literacy • Field Measurements (Observation) • Meteorological Observatory • Theory into Practice • Laboratory experiments • Seeing is believing • Sea level rising • Properties of CO2 • Computer Laboratory • Computer model and simulation • Presentation and Discussion • Scientific research and Methodology

  13. Time Table for our Science Camp

  14. How was our science camp?

  15. Participants We accepted ten for 2009 and twelve for 2010 and 2011, respectively; based on essays written in their application forms that demonstrated their motivation and intelligence.

  16. Four components of our camp

  17. Final Scenarios

  18. Evaluation of our science camp.

  19. Two way evaluation of our camp • General questionnaires given before the closing session. • The effects of our camp were assessed by pre- and post- questionnaires with the Risky Business project by the Centre for Science Education, Sheffield Hallam University, funded by Sciencewise and Nesta. • http://www.sciencewise-erc.org.uk/cms/assets/Uploads/Risky-Business-Final-Report.pdf

  20. Awareness and Brief • Climate change is happening now. • Climate change happening more quickly because of humans. • We must take action now even if we don't know whether what we do will be successful in stopping global warming. • Science and technology can be relied on to provide solutions to climate change. • Governments should introduce laws and taxes now to slow down climate change, even though it will make some things more expensive. • The risks of generating electricity by nuclear power are worth taking compared with risks of climate change

  21. Change in their awareness and brief

  22. Policy options • Invest more money in science and technology. • Introduce a 'carbon tax' to charge greater taxes for companies who produce more greenhouse gases. • Aim to ensure that 60% of all household waste is recycled. • Promote renewable energy, as part of a strategy of having a mix of energy sources. • Ensure that Japan is at the forefront of international climate change. • Invest more money in the railways. • Invest more money in science and technology. • Make manufacturers of goods and products more responsible for what happens to packaging. • Ensure that fewer aircraft flights take off half-empty, by cutting the number of flights allowed. • Calm traffic down using barriers. • Support ‘convergence’. • Make sure all homes use water meters. • Not replacing exiting nuclear power stations.

  23. Change against policy option

  24. Answers to general questionnaires

  25. Q1: How was the seminar?

  26. Q2: Were the contents of seminar easy to understand?

  27. Q3: Did science interest you?

  28. Q4: Do you want to be a scientist?

  29. Q5: Do you have a intension to attend the similar seminar?

  30. Q14; Most favorite activity in the science camp?

  31. Q18: Did you participate in a science camp and have some influence in an attitude to environmental problem?

  32. Overall performance

  33. Let's use EdGCM with us! (http://www.clustrmaps.com/counter/maps.php?user=83d6891)

  34. Acknowledgments • This work was partly supported by Grant-in-Aid for Scientific Research (C）No. 19500757 and 22500820, the Japan Society for the Promotion of Science. • The EdGCM Project is supported by NASA’s Innovations in Climate Education Program. Prior support was provided by the National Science Foundation’s Paleoclimate Program and NASA’s High-Performance Computing Program. We gratefully acknowledge the help of the scientists and programmers at NASA’s Goddard Institute for Space Studies who have worked for decades developing Global Climate Models, including the model at the core of EdGCM. Model development at GISS is supported by NASA’s Modeling, Analysis, and Predictions Program.

  35. Corresponding author’s address -- YukimasaTsubota J. F. Oberlin University 3758 Tokiwa-machi, Machida-shi Tokyo 194-0294, Japan Phone & Fax: +81-(0)42-797-8563 E-mail: tsubota@obirin.ac.jp <= 2012/9/17-2013/9/14 => YukimasaTsubota CCSR/GISS at Columbia University 2880 Broadway, New York NY 10027, U.S.A E-mail: yt2107@columbia.edu

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