<p><span>Our</span><... more <p><span>Our</span><span> societ</span><span>ies are</span><span> violently hit by the implications of climate change. The </span><span>IPCC</span><span> keeps on </span><span>waving red flags </span><span>to the governments since its creation</span><span> but </span><span>few progress has been made, most of the proposed decisions</span> <span>do not rely on scientific facts</span><span><span>.</span></span></p><p><span>Article 12 of Paris agreement requests that states made necessary efforts to inform and educate people. </span><span>Teaching scientific data on climate change to K12 is our duty to provide them with the required knowledge and competencies to face challenges</span><span> of the future.</span></p><p><span>O</span><span>ur proposal is to tackle climate change </span><span><span>awareness</span></span><span> and </span><span>training through a global multilevel approach whose starting point is </span><span>to</span><span> measure meteorological parameters within </span><span>the classroom or</span><span> the school, </span><span>then</span><span> reach </span><span>the</span><span> use of digital data on climate projections </span><span><span>computed</span></span><span> by international laboratories. </span></p><p><span>1. </span><span>Using a </span><span>thermometer </span><span>in primary schools</span> <span>:</span> <span><span>an</span></span> <span>easy tool </span><span>to</span><span> </span><span><span>establish </span></span><span><span> a scientific approach</span></span><span> </span><span><span>to</span></span><span><span> weather</span></span> <span>and </span><span>stimulate </span><span>student’s</span> <span><span>curiosity</span></span><span> to go further. </span><span>The aim is to bring pupils from the empiric observation of the temperature</span> <span>to quantitative measurement</span><span>s of temperature.</span> <span>It </span><span>can lead to understand that differences </span><span>between</span><span> observed temperatures contribute to the definition / recognition of seasons</span><span><span> and their</span></span><span> change</span><span>s</span><span> across time. </span></p><p><span>2. </span><span><span>W</span></span><span>eather-station : </span><span>one of </span><span>the </span><span><span>best multi-purpose device</span></span><span><span>s </span></span><span>for lower secondary school</span><span>s</span><span>. </span><span><span>It</span></span><span> is…
Climate change is an environmental and existential issue of great urgency, especially for today’s... more Climate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration:● slide presentations that they created jointly, ● students’ written reflec...
<p><span lang="en-US"&... more <p><span lang="en-US">T</span><span lang="en-US">he need </span><span lang="en-US">to provide young citizens with the necessary skills to understand the causes of climate change is a common agreement among science communities and society. </span><span lang="en-US">It is important that students acquire the knowledge an</span> <span lang="en-US">competencies </span><span lang="en-US">t</span><span lang="en-US">o be able</span><span lang="en-US"> to mitigate greenhouse gases emissions and </span><span lang="en-US">to </span><span lang="en-US">adapt </span><span lang="en-US">themselves</span><span lang="en-US"> to the evolution of t</span><span lang="en-US">he earth biotope</span><span lang="en-US">.</span></p> <p> </p> <p><span lang="en-US">O</span><span lang="en-US">ur team has developed v</span><span lang="en-US">arious</span><span lang="en-US"> tracks to initiate pupils an</span><span lang="en-US">d </span><span lang="en-US">students </span><span lang="en-US">to meteorological observations, h</span><span lang="en-US">elp them</span><span lang="en-US"> understand the difference between climate and meteorology and finally handle scientific data</span> <span lang="en-US">of climate projections. We propose to build up a strategy </span><span lang="en-US">spreading from primary school to secondary school final year. </span></p> <ul> <li> <p><span lang="en-US">In primary schools pupils </span><span lang="en-US">are b</span><span lang="en-US">rought</span> <span lang="en-US">from the feeling</span><span lang="en-US">s they have </span><span lang="en-US"> “it’s cold… it’s warm… it’s hot...” </span><span lang="en-US">to the measurement of meteorological parameters and the idea that regular measure</span><span lang="en-US">s</span><span lang="en-US"> can lead to d</span><span lang="en-US">iscuss</span><span lang="en-US"> the </span><span lang="en-US">average temperature in a place at a given date. </span></p> </li> <li> <p><span lang="en-US">Weather stations that acquire regular measurements are installed in </span><span lang="en-US">lower </span><span lang="en-US">secondary schools…
<p><span>Our</span><... more <p><span>Our</span><span> societ</span><span>ies are</span><span> violently hit by the implications of climate change. The </span><span>IPCC</span><span> keeps on </span><span>waving red flags </span><span>to the governments since its creation</span><span> but </span><span>few progress has been made, most of the proposed decisions</span> <span>do not rely on scientific facts</span><span><span>.</span></span></p><p><span>Article 12 of Paris agreement requests that states made necessary efforts to inform and educate people. </span><span>Teaching scientific data on climate change to K12 is our duty to provide them with the required knowledge and competencies to face challenges</span><span> of the future.</span></p><p><span>O</span><span>ur proposal is to tackle climate change </span><span><span>awareness</span></span><span> and </span><span>training through a global multilevel approach whose starting point is </span><span>to</span><span> measure meteorological parameters within </span><span>the classroom or</span><span> the school, </span><span>then</span><span> reach </span><span>the</span><span> use of digital data on climate projections </span><span><span>computed</span></span><span> by international laboratories. </span></p><p><span>1. </span><span>Using a </span><span>thermometer </span><span>in primary schools</span> <span>:</span> <span><span>an</span></span> <span>easy tool </span><span>to</span><span> </span><span><span>establish </span></span><span><span> a scientific approach</span></span><span> </span><span><span>to</span></span><span><span> weather</span></span> <span>and </span><span>stimulate </span><span>student’s</span> <span><span>curiosity</span></span><span> to go further. </span><span>The aim is to bring pupils from the empiric observation of the temperature</span> <span>to quantitative measurement</span><span>s of temperature.</span> <span>It </span><span>can lead to understand that differences </span><span>between</span><span> observed temperatures contribute to the definition / recognition of seasons</span><span><span> and their</span></span><span> change</span><span>s</span><span> across time. </span></p><p><span>2. </span><span><span>W</span></span><span>eather-station : </span><span>one of </span><span>the </span><span><span>best multi-purpose device</span></span><span><span>s </span></span><span>for lower secondary school</span><span>s</span><span>. </span><span><span>It</span></span><span> is…
Climate change is an environmental and existential issue of great urgency, especially for today’s... more Climate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration:● slide presentations that they created jointly, ● students’ written reflec...
<p><span lang="en-US"&... more <p><span lang="en-US">T</span><span lang="en-US">he need </span><span lang="en-US">to provide young citizens with the necessary skills to understand the causes of climate change is a common agreement among science communities and society. </span><span lang="en-US">It is important that students acquire the knowledge an</span> <span lang="en-US">competencies </span><span lang="en-US">t</span><span lang="en-US">o be able</span><span lang="en-US"> to mitigate greenhouse gases emissions and </span><span lang="en-US">to </span><span lang="en-US">adapt </span><span lang="en-US">themselves</span><span lang="en-US"> to the evolution of t</span><span lang="en-US">he earth biotope</span><span lang="en-US">.</span></p> <p> </p> <p><span lang="en-US">O</span><span lang="en-US">ur team has developed v</span><span lang="en-US">arious</span><span lang="en-US"> tracks to initiate pupils an</span><span lang="en-US">d </span><span lang="en-US">students </span><span lang="en-US">to meteorological observations, h</span><span lang="en-US">elp them</span><span lang="en-US"> understand the difference between climate and meteorology and finally handle scientific data</span> <span lang="en-US">of climate projections. We propose to build up a strategy </span><span lang="en-US">spreading from primary school to secondary school final year. </span></p> <ul> <li> <p><span lang="en-US">In primary schools pupils </span><span lang="en-US">are b</span><span lang="en-US">rought</span> <span lang="en-US">from the feeling</span><span lang="en-US">s they have </span><span lang="en-US"> “it’s cold… it’s warm… it’s hot...” </span><span lang="en-US">to the measurement of meteorological parameters and the idea that regular measure</span><span lang="en-US">s</span><span lang="en-US"> can lead to d</span><span lang="en-US">iscuss</span><span lang="en-US"> the </span><span lang="en-US">average temperature in a place at a given date. </span></p> </li> <li> <p><span lang="en-US">Weather stations that acquire regular measurements are installed in </span><span lang="en-US">lower </span><span lang="en-US">secondary schools…
Uploads
Papers by Carole Larose