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Collaborative Proposal: Improving Decadal Prediction of Artic Climate Variability and Change Using a Regional Artic System Model (RASM). Pedagogical Applications and Practices. PI: William Robertson, UTEP Research Assistant: Anna Carolina Barbosa, UTEP. Objective
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Pedagogical Applications and Practices
PI: William Robertson, UTEP
Research Assistant: Anna Carolina Barbosa, UTEP
This project intends to develop pedagogical and curricular applications, based on a Regional Artic System Model (RASM), for high school, undergraduate and graduate educational levels.
1) Mapping the literature about students’ scientific illiteracy regarding climate change concepts;
2) Exploring the role that the media and science textbooks may have on students’ misconceptions and over interpretation about climate change; and,
3) Development of pedagogical practices and curriculum materials that aim at deconstructing students’ misconceptions about climate change processes as well as helping students comprehend the climate dynamics of cause and effect.
Finally, this project will focus on the development of scientific pedagogical materials associated with the use of RASM climate change simulation software, which will help students develop both critical analysis of diverse sources of scientific information, literacy and civic scientific.
At present, graduate student and higher. RASM requires substantial knowledge about the Arctic, computing environments and programming to have utility. An advanced undergraduate might be able to handle all this, but that would be a rare case.
When compared to other simulation software such as Powersin, or Air pollution modules based on Gaussian Models 1.1, what are the innovations that this software may offer to improve undergraduate and high school students' understandings about climate change?
Rather than treating large sections of the Arctic like monolithic elements, the software we are developing is spatially explicit and will represent the Arctic at much higher spatial resolution than before. In addition, it dynamically links the atmosphere, ocean and land surface to model the interactions between these components at very short timesteps. Output from this model is likely to lead to insight that may lead to simplifications and parameterizations that can then be emulated in simulation software such as powersim.
Bio: land vegetation parameters Physical: boundary conditions, various parameters affecting convection, cloud microphysics, albedos of various, resolution
Yes, the team is putting a quickstart guide together for using the software. However, novice users in this case refers to graduate students and researchers in climate science with a solid background in scientific computing. At this point, I don't think that anyone realistically envisions that RASM itself will be a tool to be used at the undergraduate or high school level. However, the science results should guide more interactive and pedagogical models such as powersim type simulation models.
Based on your answers to the previous survey, how could the RASM software help deconstruct the five most common misconceptions identified among high school students about climate change?
(Rajeev Gowda, 1997, p. 2233-2235)