Using Climate Models to Learn: Investigating the Phenomenon of Increasing Surface Air Temperatures Using a Global Climate Modeling Approach
Since 1880, Earth’s average global temperature has increased by approximately 1.4 °F (0.8 °C). Approximately two-thirds of the warming has occurred since 1975 (Wuebbles, Easterling, Hayhoe, et al. 2017). Despite consensus about global climate change (GCC) within the scientific community, students struggle to comprehend - why temperatures are increasing globally - at what rate this change is occurring, and - how climate scientists predict Earth’s future climate. These challenges are due, in part, to the abstraction inherent to understanding GCC, a phenomenon that occurs over long periods of time (past and future), and over large regions (regional and global). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013), GCC is emphasized at the secondary school level, with a focus on analyzing and understanding the evidence for GCC (HS-ESS3-1), climate modeling (HS-ESS2-6, HS-ESS3-5), and the impact of humans on the environment (HS-LS2-7, HS-ESS3-6).