Expanding the Educational Toolset for Chemistry Outreach: Providing

Department of Education, University of Minnesota , Minneapolis , Minnesota 55455 , United States. J. Chem. Educ. , Article ASAP. DOI: 10.1021/acs.jche...
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Expanding the Educational Toolset for Chemistry Outreach: Providing a Chemical View of Climate Change through Hands-On Activities and Demonstrations Supplemented with TED-Ed Videos Solaire A. Finkenstaedt-Quinn,⊥,† Natalie V. Hudson-Smith,⊥,‡ Matthew J. Styles,§ Michael K. Maudal,∥ Adam R. Juelfs,‡ and Christy L. Haynes*,‡ †

Department Department § Department ∥ Department ‡

of of of of

Chemistry, University of Michigan, Ann Arbor, Michigan 48109, United States Chemistry, University of Minnesota, Minneapolis, Minnesota 55455, United States Chemistry, University of WisconsinMadison, Madison, Wisconsin 53706, United States Education, University of Minnesota, Minneapolis, Minnesota 55455, United States

S Supporting Information *

ABSTRACT: Climate change is a scientifically and chemically complex issue with both global and local impact. Public understanding and awareness of climate change are crucial for building support to address causes and impacts; unfortunately, the vast majority of Americans do not understand the basic science behind climate change. This trend applies even to first-year college students in general chemistry courses. To address this knowledge gap, we have developed a bimodal activity to teach students about the chemistry of climate change. Awareness of the impacts of light−matter interactions, properties that determine albedo and reflectivity, and properties of gases are crucial to understanding climate change. The program described herein shows promise in educating students on these topics. This program utilizes TED-Ed videos, simple demonstrations, and hands-on activities that can be reproduced in a classroom setting to supplement chemistry courses or in public outreach events. KEYWORDS: High School/Introductory Chemistry, Environmental Chemistry, Multimedia-Based Learning, Nonmajor Courses

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terms of macroscopic descriptions.8,9 This lack of fundamental understanding of climate change is important because it can affect decision making on both individual and societal levels (e.g., consumer choices to reduce carbon emissions and voting on climate-related regulations and policies). Chemistry principles are key to understanding climate change and its consequences, and similar strategies for engagement apply across different audiences, so the program described here can be used for public outreach or classroom purposes. Many factors in climate change link to topics covered in general chemistry courses (Figure 1), such as surface albedo (reflectivity), combustion of fossil fuels, the greenhouse effect, cloud and aerosol formation, light scattering and absorption, and ocean acidification.10 For example, understanding the greenhouse effect requires knowledge of light−matter interactions, vibrational absorbance and emission of long wavelength radiation by gases, and scattering of high-energy radiation by clouds and aerosols. Over the past several decades, there has been a large push to integrate environmental issues into chemistry courses.11−13

nthropogenic climate change is a global issue with widespread impacts. The International Panel on Climate Change warns, “Warming of the climate system is unequivocal, and since the 1950’s, many of the observed changes are unprecedented over decades to millennia.”1 In recent decades, these changes have impacted natural and human ecosystems on all continents and across the oceans.2 There is a clear consensus among the scientific community that human activities are driving the rapid climate change we are observing.3 However, Gallup finds that only 57% of Americans believe that human activities are the driving force in climate change,4 and although overall concern is at a three-decade high, only 45% of the country feels that climate change is a cause for great concern.5 Less than half of Americans know that carbon dioxide (CO2) traps heat from the Earth’s surface, and only one in four know that increased carbon dioxide in the atmosphere causes ocean acidification.6 High school students can commonly pick out basic trends (e.g., rising CO2) but cannot apply their knowledge to determine potential problems or solutions as there is not consistent continuing curriculum covering this area during high school.7 Even undergraduate chemistry students consistently fail to accurately discuss climate change; they are unsure of or reject the idea that climate change will impact human lives in the near future, confuse the greenhouse effect with ozone depletion, and can only talk about the general processes in © XXXX American Chemical Society and Division of Chemical Education, Inc.

Received: December 10, 2017 Revised: April 1, 2018

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DOI: 10.1021/acs.jchemed.7b00948 J. Chem. Educ. XXXX, XXX, XXX−XXX

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educational tool 10 years after release.32 However, short videos are ideal as brief introductions and as tools to address ideas visually. TED (Technology, Entertainment, Design) has created a series of videos designed for specific use as mini-lessons through its “TED-Ed” program. TED-Ed has over 1000 short animated video lessons spanning a wide range of topics, including a series on climate change: Our Changing Climate.30 Despite their relevance, in the published literature, TED-Ed has rarely been used as a formal teaching tool. Our work uses TEDEd videos to give students a short introduction to a topic prior to engaging them in demos and hands-on activities related to that topic. The topics covered in the videos, demos, and activities are designed to allow students to uncover a larger perspective on climate change. In the classroom, the use of TED-Ed videos may benefit teachers who cite unfamiliarity with climate change curricula and a lack of confidence in presenting the material from their own lectures30 and allow students and teachers to engage in learning about climate change together. This aligned video/experiment approach is also compatible with a “flipped classroom” format. The outreach program presented herein was designed to provide a comprehensive overview of climate change by focusing on understanding light−matter interactions and how the burning of fossil fuels impacts the environment. It is wellsuited for a low-technology, low-expertise setting with intended broad applicability in terms of education level and motivation that can be utilized in the traditional outreach style or to supplement current chemistry curricula in formal classrooms.

Figure 1. Overview of the various chemical processes directly related to climate change, covering fossil fuel-induced emission and light− matter interactions. All processes depicted herein are covered in the included modules.

Debates within the chemistry education community have led to two conclusions: (1) connecting chemical concepts to real world applications and issues will lead to an increase in student engagement in chemistry classes,14,15 and (2) environmental effects have been shown to be useful in motivating and enhancing chemistry learning and fostering pro-environmental attitudes.16 Many attempts have been made to provide teaching modules that can be formally integrated into high school and college level curricula.17−19 However, rather than giving an overview of large issues like climate change, many programs focus on local issues such as drinking water or air quality, and those that take on a global view only focus on one issue, such as ocean acidification.20−24 In addition, many of these programs require equipment, software, or chemistry expertise available only on university campuses.25−29 Comprehensive, concise, and user-friendly instructional modules are needed. This is especially important at the secondary level where there is large variation in how climate change is incorporated into the curriculum.30,31 A recent survey of middle and high school science teachers in the United States found that while a large majority of students (93%) will get some coverage of climate change, most science teachers spend only 1−2 h on the topic in total and coverage is not uniform (more than 30% of teachers do not cover either the greenhouse effect, the carbon cycle, or the observable consequences of warming).30 The limited coverage was attributed to two main reasons: (i) lack of understanding the topic by teachers themselves and (ii) lack of assurance that the scientific community has reached a clear consensus regarding climate change. A survey of German chemistry teachers revealed that although there is a consensus that the subject is important, instructors varied in opinion as to the amount of time and in which subject(s) issues pertaining to climate change should be discussed when compared to traditional topics.31 These issues highlight the need for scientifically rigorous information to be distributed to students and instructional methods provided to teachers. With the recent increased ease of creating and sharing media, there has been a growth in educational videos featuring experts talking about their area of specialization. In particular, public knowledge of climate change is often linked to a video format; An Inconvenient Truth is a cultural touchstone for public reference to the science of climate change and a still engaging

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SETTINGS AND PARTICIPANTS These modules were tested as a 1.5 h component of a weeklong summer camp with students in grades 11 and 12 (n = 48), including 56% females and 34% students of color. They were run during two iterations of the camp (n = 23 in week 1, n = 25 in week 2). Students admitted to this program have strong academic performance (72% with a 3.8 GPA or higher on a 4point scale) and are familiar with STEM (88% have taken chemistry, 70% have taken some college level STEM coursework). This group of students also has a high level of interest in STEM activities (94% have participated in at least one STEM-related extracurricular, and 42% have participated in four or more STEM-related extracurricular activities). This study meets the criteria for IRB exemption.

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PROGRAM DESIGN The program consisted of five modules that were designed after identifying key educational goals, where students first watched a TED-Ed video and then did an activity (or activities) addressing one aspect of climate change (Table 1). Each module lasted 10−15 min. The materials and procedures for each of the activities are described in detail in the Supporting Information (Instructor Guide). The activity stations covered topics that demonstrate the complexity of climate change and chemistry involved in climate change. These topics correspond well with the Minnesota state high school science standards (92% of students admitted to the summer camp are Minnesota residents) and the Next Generation Science Standards (NGSS). The NGSS standards addressed include MS-PS1-3, MS-PS1-3, MS-PS3-4, MS-ESS25, MS-ESS3-2, MS-ESS3-3, MS-ESS3-4, MS-ESS3-5, HS-LS2-7, HS-ESS2-2, HS-ESS3-1, HS-ESS3-2, and HS-ESS3-6.33 B

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20% confident) to five (80−100% confident) scale. Responses to the multiple-choice questions were analyzed using McNemar’s test, followed by Cohen’s d to calculate effect sizes. Confidence was analyzed via t-tests and Cohen’s d. Statistical analysis was performed using the software package Stata. The number of students answering multiple-choice questions correctly prior to the stations and after the stations is shown in Table 2. In general, the number of students answering each question correctly increased. Students showed an increase in understanding that CO2 is the primary pollutant in climate change (Greenhouse Gases: Primary Pollutant, p < 0.05, effect size = 0.46). In the preassessment, the most common incorrect answer was identification of methane as the primary pollutant. However, after watching the TED-Ed video outlining the properties of CO2 and participating in a short activity, almost all students were able to correctly identify CO2 as the primary pollutant in climate change. After the Oceanic Disruption modules, students were more able to correctly correlate rising CO2 levels with an increase in ocean acidity (Oceanic Disruption: Ocean Acidity, p < 0.05, effect size = 0.46). Additionally, students showed gains in understanding the relationship between temperature and the expansion of the ocean (Oceanic Disruption: Expansion, p < 0.0001, effect size = 1.34). After the Radiative Properties module, students demonstrated learning gains in being able to correctly identify why CO2 is the primary pollutant implicated in climate change based on its interactions with light (Radiative Properties: Atmosphere, p < 0.05, effect size = 0.43). Finally, the students showed the lowest initial knowledge pertaining to the Clouds and Rain station, with only 33% and 16% answering the preassessment questions correctly. Following the Clouds and Rain: Sunlight to Surface station, the number of students answering questions correctly more than doubled (Sunlight to Surface: p < 0.0001, effect size = 0.74). Students’ self-evaluated confidence before and after each module is shown in Table 3. In all cases, student confidence in their answer increased after watching the video and doing the activities in the module, even in cases where the majority of the students started off with the correct answers. It is interesting to note that, for two of the questions where the majority of students answered correctly on the preassessment, the average confidence was among the lowest and showed significant gains in the postassessment (Oceanic Disruption: Acidity, p < 0.0001, effect size = 1.74; and Oceanic Disruption: Sunlight, p =

Table 1. Stations with Corresponding Videos and Activities Station

Videoa

Greenhouse Gases Ocean Disruptions Radiative Properties Clouds/Rain

How Quantum Mechanics Explains Global Warming The Secret to Rising Sea Levels

Surface Albedo a

How Quantum Mechanics Explains Global Warming Cloudy Climate Change: How Clouds Af fect Earth’s Temperature Why the Arctic Is Climate Change’s Canary in the Coal Mine

Activity Model Atmosphere Ocean Acidification, Ocean Expansion Blackbody Radiation, Light Interference Cloud in a Jar, Acid Rain Reflection vs Absorption, Surface Albedo

See reference 28.

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IMPLEMENTATION The students’ understanding of climate change was assessed both before and after each module. Students received twotiered pre- and postassessment questions directly before and after each station pairing. The assessment was made up of multiple-choice content questions where each was followed by a question asking students to rate their confidence in their answer (see the Supporting Information, Student Pre- and Postquestions). The multiple-choice questions assessed student learning and were developed by one of the researchers who is a high school teacher and familiar with the background knowledge of the participants. The confidence questions had students rate the confidence in their answer in a series of intervals from 80−100% confident to 0−20% confident in their answer. After finishing the preassessment, students watched the TED-Ed video and demonstrations, and participated in handson activities for the module. Depending on the activity, students either participated as a full group or were split into smaller groups of four or five students to allow for hands-on engagement. The modules were led by at least two content experts to show demonstrations, pass out supplies, facilitate hands-on activities, and promote discussion and questions among students. During the postassessment following each station, students were additionally asked to rate how helpful they found the TED-Ed video in understanding the target concepts. To assess changes in student understanding and confidence, the pre- and postassessments were analyzed for differences. For analysis, these confidence answers were translated to a one (0−

Table 2. Comparative Number of Students Correctly Answering Climate Change Questions Correct Answers, N = 48

a

Multiple-Choice Question Topic

Preassessment

Postassessment

McNemar’s χ2

Effect Size, Cohen’s d

Greenhouse Gases: Primary Pollutant Greenhouse Gases: Rising CO2 Oceanic Disruption: Ocean Acidity Oceanic Disruption: Sea Life Oceanic Disruption: Expansion Oceanic Disruption: Sunlight Radiative Properties: CO2 Radiative Properties: Atmosphere Clouds and Rain: Sunlight Clouds and Rain: Sunlight to Surface Surface Albedo: Dark Surfaces Surface Albedo: Arctic Ice

39 45 41 47 25 32 39 35 16 9 42 14

46 46 47 47 48 40 45 43 19 25 45 21

4.45a 0.20 4.50a 0.00 23.00b 0.20 3.60 4.57a 0.36 9.85b 1.00 2.33

0.46 0.09 0.46 0.40 1.34 0.39 0.38 0.43 0.13 0.74 0.21 0.30

p < 0.05. bp < 0.0001. C

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used for two separate stations (Greenhouse Gases and Radiative Properties), where students were asked to focus on different ideas the two times they watched the video. Student views of the helpfulness of the video decreased upon the second viewing. This may suggest that future uses of the stations should have the Greenhouse Gases and Radiative Properties stations consecutively and only show the video once or divide the video into two parts, showing only the relevant sections prior to the activities for the station. In summary, students demonstrated increased understanding with meaningful effect sizes on five questions (out of 11 questions) split among four modules (out of five). For the remaining six questions, their understanding remained the same. In addition, students reported increased confidence on every question after completing the modules. The majority of students indicated that each of the videos paired with the activities were helpful in understanding the topics.

Table 3. Comparative Reported Student Confidence in Answers before and after Activities Average Responses,a N = 48 Question Topics for Which Students Expressed Confidence in Their Answers Greenhouse Gases: Primary Pollutant Greenhouse Gases: Rising CO2 Oceanic Disruption: Ocean Acidity Oceanic Disruption: Sea Life Oceanic Disruption: Expansion Oceanic Disruption: Sunlight Radiative Properties: CO2 Radiative Properties: Atmosphere Clouds and Rain: Sunlight Clouds and Rain: Sunlight to Surface Surface Albedo: Dark Surfaces Surface Albedo: Arctic Ice

Pre ± SEM

Post ± SEM

p Values

Effect Size, Cohen’s d

3.8 ± 0.2

4.8 ± 0.1

0.0000

1.25

4.0 ± 0.1

4.8 ± 0.1

0.0001

0.92

3.2 ± 0.2

4.8 ± 0.1

0.0000

1.74

4.0 ± 0.2

4.7 ± 0.1

0.0030

0.83

3.5 ± 0.1

4.8 ± 0.1

0.0000

1.68

3.0 ± 0.1

3.8 ± 0.2

0.0015

0.70

4.0 ± 0.1

4.5 ± 0.1

0.0044

0.61

3.8 ± 0.1

4.6 ± 0.1

0.0000

0.94

3.0 ± 0.2

4.1 ± 0.1

0.0000

1.21

2.7 ± 0.1

3.9 ± 0.2

0.0000

1.25

3.6 ± 0.3

4.5 ± 0.1

0.0000

1.11

3.3 ± 0.2

4.3 ± 0.8

0.0000

1.10

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CONCLUSION Overall, this set of outreach activities shows promise for teaching students the principles of climate change, as well as increasing students’ confidence in their understanding of the content. Students showed improvement in their grasp of a diverse set of chemistry concepts that are key to understanding climate change. For all content areas covered, students demonstrated increased confidence in their understanding of climate change, even those where prior to the stations they exhibited high levels of previous knowledge. The TED-Ed videos, according to students, improved their understanding of broad and globally influential climate change topics. To our knowledge, this is the first published example of pairing TEDEd videos and STEM outreach activities. This outreach event is flexible in structure, so that depending upon the incoming knowledge of students, it can be easily modified to include other concepts, such as alternative energy sources, or exclude areas with which they are already familiar. Additionally, the stations described can easily be used individually, such that they could be used as introductions at various times throughout the school year, or expanded upon for use in a larger lesson plan on climate change. Overall, we believe that introducing the science of climate change in outreach events or as a supplement to classroom learning is important to cultivate a better understanding of the issue and that its inclusion will result in an overall increase in comprehension and awareness.

a

Responses were based on this scale: very high confidence (80− 100%), high confidence (60−80%), reasonably confident (40−60%), little confidence (20−40%), no confidence (0−20%). These designations were then translated to become 5, 4, 3, 2, and 1, respectively.

0.0015, effect size = 0.70). This indicates that the outreach activities can be beneficial both when students are familiar and unfamiliar with the covered content by increasing their confidence. Students also indicated how much they felt the videos helped them understand the topics by answering a Likert item on the postactivities survey (Figure 2). The majority of students either “strongly agreed” or “agreed” with the statement that “This video helped me understand the topic better”, where in all cases around 50% of the students “agreed”. The video deemed most useful (How Quantum Mechanics Explains Global Warming) was

Figure 2. Student data (N = 48) for agreement with the phrase, “This video helped me understand the topic better” for each activity station. Two stations, “Greenhouse Gases” and “Radiative Properties”, used the same videos. D

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ASSOCIATED CONTENT

S Supporting Information *

The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.7b00948. Teacher materials for activities and student pre- and postsurveys used in this study (PDF, DOCX)

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AUTHOR INFORMATION

Corresponding Author

*E-mail: [email protected]. ORCID

Christy L. Haynes: 0000-0002-5420-5867 Author Contributions ⊥

S.A.F.-Q. and N.V.H.-S. contributed equally to this work.

Notes

The authors declare no competing financial interest.

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ACKNOWLEDGMENTS This work was supported by the National Science Foundation Center for Chemical Innovation Program grant CHE-1503408 for the Center for Sustainable Nanotechnology. NVHS acknowledges the National Science Foundation Graduate Fellowship Program (No. 00039202). M.K.M was supported by the Research Experiences for Teachers (RET) Program of the National Science Foundation under Award Number DMR 1559833 and through the University of Minnesota MRSEC under Award Number DMR-1420013.

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