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103-8 Enhancing Student Learning of Global Warming Through Reflective Writing
Session: Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World (Posters)
Poster Booth No.: 8
Presenting Author:
Liang Zeng
Authors:
Zeng, Liang1, Zeng, Guang2
(1) Department of Physics and Astronomy, The University of Texas Rio Grande Valley, Edinburg, TX, USA, (2) Department of Educational Leadership, Texas A&M University-Corpus Christi, Corpus Christi, Texas, USA,
Abstract:
Recent surveys have shown that a significant percentage of young adults in the U.S. are disengaged from or disagree with the idea that human activity is the primary cause of global warming.¹-³ However, the National Academy of Sciences has published studies presenting strong scientific evidence that links global warming to increased human consumption of fossil fuels.⁴ It is worth mentioning that the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has established learning objectives aimed at educating the global population about global warming and renewable energy by 2030.⁵ In this study, we introduce how physics educators can incorporate reflective writing to promote a deeper student understanding of global warming in introductory college physics and physical science courses—without significantly increasing instructional time.
Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025