Local Climate Change Impacts Through Hometown Stories

Delve into the analysis of hometown stories on climate change impacts, examining the reasons why people may not believe in its personal effects, and exploring ways to design instructional environments to help students identify examples of climate change in their local communities. Reflective prompts guide the evaluation of literature and proposed solutions.

• Climate change impacts
• Hometown stories
• Instructional environments
• Reflective prompts
• Local communities

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1. CAN YOU MAKE A DECISION ALREADY? AN ANALYSIS OF HOMETOWN STORIES ON CLIMATE CHANGE IMPACTS Dr. Larry Collins Mrs. Heather Anne Fell

2. BACKGROUND IPCC Reports and National Climate Assessments have warned us of the consequences of a warming planet. The Next Generation Science Standards (NGSS Lead States, 2013) and higher education call for an incorporation of socioscientific issues (i.e. climate change, fracking, vaccines) into existing K-16 curricula. Despite the overwhelming scientific consensus on the urgency of climate change, many citizens fail to acknowledge the growing impacts of a changing climate on society.

3. WHY DO PEOPLE NOT BELIEVE THAT CLIMATE CHANGE AFFECTS THEM PERSONALLY? People s political affiliation Members of the general public lack an understanding of the scientific process. The truth is everyone cares about climate change, but some people have not connected the dots yet.

4. HOW CAN WE DESIGN INSTRUCTIONAL ENVIRONMENTS THAT REQUIRE STUDENTS TO IDENTIFY EXAMPLES OF CLIMATE CHANGE IN THEIR LOCAL COMMUNITIES? Introduction of place- based literature Written Reflections Structured Decision Making (SDM) Framework ID Climate Change issue in hometown Connect hometown stories to global climate change. Incorporate global learning outcomes

5. INTERVENING WITH EXAMPLES OF LITERATURE

6. REFLECTIVE PROMPTS What is the central problem in the discussion with a relation to climate change in this story? What cultural, scientific, religious, or related values does the author have that prompted them to write about and/or want to enact change? What are the advantages and disadvantages of the proposed solutions offered in each story?

7. HOW CAN WE DESIGN INSTRUCTIONAL ENVIRONMENTS THAT REQUIRE STUDENTS TO IDENTIFY EXAMPLES OF CLIMATE CHANGE IN THEIR LOCAL COMMUNITIES? Introduction of place-based literature Written Reflections ID Climate Change issue in hometown SDM Framework Connect hometown stories to global climate change. Incorporate global learning outcomes

8. INTERVENTION/SDM MODEL Define the problem. Connect local issue to global climate change. What is the cause and ideal resolution? Reflect on the decision you made. Two possible approaches for community response Affordances and limitations of each approach. Choose the most effective choice. Adapted from Dauer et al., 2017

9. HOW CAN WE DESIGN INSTRUCTIONAL ENVIRONMENTS THAT REQUIRE STUDENTS TO IDENTIFY EXAMPLES OF CLIMATE CHANGE IN THEIR LOCAL COMMUNITIES? Introduction of place-based literature Written Reflections ID Climate Change issue in hometown SDM Framework Connect hometown stories to global climate change. Incorporate global learning outcomes

10. RESEARCH QUESTION How does the use of local literature and student s cultural values shape pre-service teacher s (N=36) perceptions of climate change risk?

11. METHODS: CRITICAL DISCOURSE ANALYSIS Analyze the use of discourse. Explanation and interpretation of the discourse. Deconstructing the text Linking ideas to different views of the world. Fairclough, 1989

12. RESULTS-STUDENT REFLECTIONS Social and Cultural Values Family and Preservation of land (35.8%) Environmental Justice (18.9%) Religion (45.3%)

13. EXAMPLE QUOTES Family and Preservation of land My mom always talked about how visiting the Mississippi River was important to her. Lately, it looks even more muddy and how sediment pollution has only increased. It is sad to see a river that we value so much in an area to recreate at become even more smelly and polluted due to increases in flooding. Our family has loved coming here for the last four generations, but the beauty of it seems to only fade.

14. EXAMPLE QUOTES Environmental Justice As Catherine Coleman Flowers describes in her book, rural black communities have often been ignored when their needs for basic sanitation are ignored. I have lived in Alabama all of my life and I can see how this is such a big problem. Rich, white people have the ability to escape poverty and areas where flooding may be happening. Most poor, Black people do not which is why I think these people need help.

15. EXAMPLE QUOTES Religion I think the Ecotheology book really showed me how I can be a Christian and love science for the betterment of my community. While our surrounding community continues to be impacted by increases in flooding and water pollution, I think, as a Christian, that I should try to help other people and do my part to help with what is causing this. I didn t believe in climate change before, but I see now why we are the cause and why Christians are called to help each other by advocating for change.

16. DISTRIBUTION OF REFLECTIONS CODES Theme 1: Family and Preservation of Land 11 (37.9%) Theme 2: Environmental Justice Theme 3: Religion Total Reflection 1 6 (20.7%) 12 (41.4%) 29 Reflection 2 10 (40.0%) 4 (16.0%) 11 (44.0%) 25 Reflection 3 13 (34.2%) 7 (18.4%) 18 (47.4%) 38 Reflection 4 15 (33.3%) 9 (20.0%) 21 (46.7%) 45 Total 49 (35.8%) 26 (18.9%) 62 (45.3%) 137 (100%)

17. HOW DO WE LINK THESE RESULTS TO DIFFERENT VIEWS OF THE WORLD? Given the history of the southern United States and the place where some of the stories took place, it is likely that students may still not see this as an example of environmental justice. 36% students who were Caucasian identified Environmental Justice issues whereas 84% of black students identified several environmental justice issues within their communities. It is not surprising to see religion be a key value given that there is a strong presence of Christian faith in the United States.

18. SUGGESTIONS FOR IMPLEMENTING SDM IN YOUR CLASSROOM! Support students in identifying an issue that they also care about. If they say they do not, chances are that they probably do! Find a way to connect with them through ideas that you and your students mutually value. Recognize that deploying SDM in your class requires significant time and modeling through examples with students. However, the cost is worth it as students learn to weigh options and their cognitive biases are reduced. Future work will involve identifying the critical components for strong Fidelity of Implementation of the SDM framework.

19. ACKNOWLEDGMENTS

20. QUESTIONS? Thank you so much for attending our session! Twitter: tchlrn716

21. VALUES RUBRIC Global Self- Awareness Perspective Taking Cultural Diversity Applying Knowledge to Contemporary Global Contexts Personal and Social Responsibility Understanding Global Systems Milestones (2-3) Benchmark (1) Capstone (4)

22. WHERE DID OUR STUDENTS LAND IN RELATION TO THEIR MASTERY OF GLOBAL LEARNING OUTCOMES? Capstone (4) 14% Milestones (3) 30% Milestones (2) 36% Benchmark (1) 20% Total Global Self- Awareness Perspective Taking Cultural Diversity Personal and Social Responsibility Understanding Global Systems Applying Knowledge to Contemporary Global Contexts 100.0% 11% 9% 18% 31% 28% 38% 34% 38% 40% 24% 25% 4% 100.0% 100.0% 100.0% 18% 34% 38% 10% 100.0% 18% 46% 26% 10% 100.0%

23. DIMENSIONS OF SOCIOSCIENTIFIC REASONING Perspective- Taking Complexity Inquiry Affordances of Science Skepticism Owens et al., 2019

24. LETS SPECULATE It is not possible to expect every student to reach Capstone level expectations for global learning outcomes through one intervention. It is likely that the majority of students were able to achieve milestones in each category of global learning outcomes due to their exposure to several climate stories and through the generation of their own climate story from their hometown.