Description
-Identify a gap in the empirical research associated with students’ science learning and science instruction around the concept of teaching secondary climate education. This section should thoroughly discuss prior research to describe what is known and the specific gap that warrants future research.
-How students learn science has focused on a great deal of educational theory, research, and ‘best practices’ of instruction. Draw from this body of work to define, describe, and articulate a theory-driven and research-based position on the nature of science teaching and learning. Your response should address a) underlying theoretical components of a perspective on learning and b) implications for the design of science learning environments, including curriculum and instruction.