REFERENCES
- Achieve, Inc . 2013. Final Next Generation Science Standards Released [Press release]. Available at http://www.nextgenscience.org/final-next-generation-science-standards-released (accessed 27 June 2014).
- Allen, L.B., and Crowley, K.J. 2014. Challenging beliefs, practices, and content: How museum educators change. Science Education , 98 (1):84–105.
- Boyes, E., and Stanisstreet, M. 1992. Students' perceptions of global warming. International Journal of Environmental Studies , 42 (4):287–300.
- City, E.A., Elmore, R.F., Fairman, S.E., and Teitel, L. 2009. Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
- Delaware Department of Natural Resources (DNREC) . 2014. Sea level rise inundation maps. Available at http://www.dnrec.delaware.gov/Pages/SLRMaps.aspx (accessed 27 June 2014).
- Dove, J. 1996. Student teacher understanding of the greenhouse effect, ozone layer depletion and acid rain. Environmental Education Research , 2 (1):89–100.
- Duschl, R., Maeng, S., and Sezen, A. 2011. Learning progressions and teaching sequences: A review and analysis. Studies in Science Education , 47 (2):123–182.
- Ekborg, M., and Areskoug, M. 2006. How student teachers' understanding of the greenhouse effect develops during a teacher education programme. Nordic Studies in Science Education , 2 (3):17–29.
- Fortner, R.W. 2001. Climate change in school: Where does it fit and how ready are we? Canadian Journal of Environmental Education , 6 (1):18–31.
- Gayford, C.G. 2002. Controversial environmental issues: A case study for the professional development of science teachers. International Journal of Science Education , 24 (11):1191–1200.
- Gerard, L., Liu, O.L., Corliss, S.B., Varma, K., Spitulnik, M., and Linn, M.C. 2012. Teaching with visualizations: A comparison study. In Mouza, C., and Lavigne, N., eds., Emerging technologies for the classroom: A learning sciences perspective. New York, NY: Springer, p. 63–80.
- Groves, F.H., and Pugh, A.F. 1999. Elementary pre-service teacher perception of the greenhouse effect. Journal of Science Education and Technology , 8 (1):75–81.
- Hestness, E., McGinnis, J.R., Breslyn, W., McDonald, R.C., Mouza, C., Shea, N., and Wellington, K. 2014. Investigating science educators' conceptions of climate science and learning progressions in a professional development academy on climate change education. In 2014 National Association for Research in Science Teaching (NARST) Annual International Conference, Pittsburgh, PA.
- Hestness, E., McGinnis, J.R., Riedinger, K., and Marbach-Ad, G. 2011. A study of teacher candidates' experiences investigating global climate change within an elementary science methods course. Journal of Science Teacher Education , 22 (4):351–369.
- Hodson, D. 2003. Time for action: Science education for an alternative future. International Journal of Science Education , 25 (6):645–670.
- Intergovernmental Panel on Climate Change (IPCC) . 2013. Climate change 2013: The physical science basis. In Stocker, T.F., Qin, D., Plattner, G.-K., Tignor, M., Allen, S.K., Boschung, J., Nauels, A., Xia, Y., Bex, V., and Midgley, P.M., eds., Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge, UK: Cambridge University Press, p. 121–158.
- Jin, H., and Anderson, C.W. 2012. A learning progression for energy in socio-ecological systems. Journal of Research in Science Teaching , 49 (9):1149–1180.
- Johnson, R.M., Henderson, S., Gardiner, L., Russell, R., Ward, D., Foster, S., Meymaris, K., Hatheway, B., Carbone, L., and Eastburn, T. 2008. Lessons learned through our climate change professional development program for middle and high school teachers. Physical Geography , 29 (6):500–511.
- Kolstø, S.D. 2001. Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education , 85 (3):291–310.
- Lambert, J.L., Lindgren, J., and Bleicher, R. 2012. Assessing elementary science methods students' understanding about global climate change. International Journal of Science Education , 34 (8):1167–1187.
- Lee, H., Chang, H., Choi, K., Kim, S.W., and Zeidler, D.L. 2012. Developing character and values for global citizens: Analysis of pre-service science teachers' moral reasoning on socioscientific issues. International Journal of Science Education , 34 (6):925–953.
- Lee, O., and Krajcik, J. 2012. Large-scale interventions in science education for diverse student group in varied educational settings. Journal of Research in Science Teaching , 49 (3):271–280.
- Lester, B.T., Ma, L., Lee, O., and Lambert, J. 2006. Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education , 28 (4):315–339.
- Matkins, J.J., and Bell, R.L. 2007. Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. Journal of Science Teacher Education , 18 (2):137–163.
- McCrory, R. 2008. Science, technology and teaching: The topic-specific challenges of TPCK in science. In AACTE Committee on Innovation and Technology, ed., Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge, p. 193–206.
- McGinnis, J.R. 2003. The morality of inclusive verses exclusive settings. In Zeidler, D.L., ed., The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, Netherlands: Springer, p. 195–216.
- McGinnis, J.R., Breslyn, W., McDonald, R.C., and Hestness, E. 2013. Climate change education teacher professional development in MADE CLEAR: A research brief. Available at http://www.climateedresearch.org/publications/2013/PDResearchBrief-MADECLEAR-3-5-13.pdf (accessed 27 June 2014).
- McGinnis, J.R., Hestness, E., and Riedinger, K. 2011. Changing science teacher education in a changing global climate: Telling a new story. In Lin, J., and Oxford, R., eds., Transformative eco-education for human survival: Environmental education in a new era. Charlotte, NC: Information Age Publishing, p. 117–133.
- McGinnis, J.R., and McDonald, C. 2011. Climate change education, learning progressions, and socioscientific issues: A literature review. Available at http://www.climateedresearch.org/publications (accessed 27 June 2014).
- McNeal, K.S. 2010. Editorial: The geosciences gap in K–12 education. Journal of Geoscience Education , 58 (4):197–197.
- Michail, S., Stamou, A.G., and Stamou, G.P. 2007. Greek primary school teachers' understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education , 91 (2):244–259.
- Mishra, P., and Koehler, M.J. 2006. Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record , 108 (6):1017–1054.
- Mohan, L., Chen, J., and Anderson, C.W. 2009. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching , 46 (6):675–698.
- National Oceanic and Atmospheric Administration (NOAA) . 2013. Sea levels online. Available at http://tidesandcurrents.noaa.gov/sltrends/sltrends.shtml (accessed 27 June 2014).
- National Research Council (NRC) . 2012. Climate change education in formal settings, K–14: A workshop summary. In Beatty, A., rapporteur, Steering Committee on Climate Change Education in Formal Settings, K–14, Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press, p. 1–70.
- Next Generation Science Standards (NGSS) Lead States . 2013. Next Generation Science Standards: For states, by states. Achieve, Inc . Available at http://www.nextgenscience.org (accessed 27 June 2014).
- Niess, M.L. 2005. Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education , 21 (5):509–523.
- Papadimitriou, V. 2004. Prospective primary teachers' understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology , 13 (2):299–307.
- Pruneau, D., Doyon, A., Langis, J., Vasseur, L., Ouellet, E., McLaughlin, E., Boudreau, G., and Martin, G. 2006. When teachers adopt environmental behaviors in the aim of protecting the climate. The Journal of Environmental Education , 37 (3):3–12.
- Reardon, S. 2011. Climate change sparks battles in classroom. Science , 333:688–689.
- Ryoo, K., and Linn, C. 2012. Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis? Journal of Research in Science Teaching , 49 (2):218–243.
- Sadler, T.D. 2011. Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In Sadler, T.D., ed., Socio-scientific issues in the classroom: Teaching, learning, and research. Dordrecht, Netherlands: Springer, p. 1–9.
- Sadler, T.D., and Zeidler, D.L. 2005. Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching , 42 (1):112–138.
- Sharma, A. 2012. Global climate change: What has science education got to do with it? Science & Education , 21 (1):33–53.
- Slotta, J., and Linn, M.C. 2009. WISE science: Web-based inquiry in the classroom. New York: Teachers College Press.
- Smith, C., Wiser, M., Anderson, C.W., Krajcik, J., and Coppola, B. 2004. Implications of research on children's learning for assessment: Matter and atomic molecular theory. Invited paper for the National Research Council Committee on Test Design for K–12 Science Achievement. Washington, DC: National Research Council.
- Svihla, V. 2011. Formulating WISE learning experiences. In Spada, H., Stahl, G., and Miyake, N., eds., Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL2011): Connecting computer supported collaborative learning to policy and practice. Hong Kong: International Society of the Learning Sciences , p. 232–239.
- Svihla, V., and Linn, M.C. 2012. A design-based approach to fostering understanding of global climate change. International Journal of Science Education , 34 (5):651–676.
- Swarat, S., Ortony, A., and Revelle, W. 2012. Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching , 49 (4):515–537.
- U.S. Global Change Research Program . 2014. Climate change impacts in the United States. In Melillo, J.M., Richmond, T.C., and Yohe, G.W., eds., U.S. national climate assessment. Washington, DC: U.S. Government Printing Office. Available at nca2014.globalchange.gov (accessed 3 July 2014).
- Wise, S.B. 2010. Climate change in the classroom: Patterns, motivations, and barriers to instruction among Colorado science teachers. Journal of Geoscience Education , 58 (5):297–309.
- Zeidler, D.L., and Keefer, M. 2003. The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological, and pedagogical considerations. In Zeidler, D.L., ed., The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht, Netherlands: Kluwer Academic Publishers, p. 7–38.