Abstract
Assessment of Climate Science Knowledge and Perceptions of Deaf and Hard-of-Hearing Students
Highlights
A current trend in higher education is to integrate concepts of sustainability, systems-thinking, and operating “green” into the curriculum and campus functions
Though we have begun to see examples of sustainability (Timmer et al, 2018), life cycle assessment (Guron, Paul, & Roeder, 2016), and climate science (Chang, Pascua, & Ess, 2018) in the science education curriculum, not much attention has been given to implementing these topics into curricula for students with disabilities, and Deaf and Hard-of-Hearing (D/d/ HH) students
We developed a curricular intervention for the teaching of climate science concepts to D/d/ HH students (Ross et al, 2019)
Summary
A current trend in higher education is to integrate concepts of sustainability, systems-thinking, and operating “green” into the curriculum and campus functions. One goal of this movement is to educate the general student to be an environment-literate citizen, while another is to train future scientists to incorporate “green thinking”, like attention to life cycle analysis, into their experimental designs. There is a real need for applying environmental sustainability issues, and climate science concepts, to the student educational experience. Before developing strategies to teach these concepts, it is important to assess the current level of understanding that D/d/HH students might have on related topics, as well as their perceptions as to how they feel they can perform as cognizant members of society related to these issues
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