NASA-NICE (Incorporating Best Practices in Climate Change Pedagogy)
Update: Future preparation for Spring 2014 climate change lesson development by preservice teachers and next poster preparation for the next Fall AGU Meeting 2014.

1. Continue with collecting data in utilizing the three critical pedagogical approaches (collaboration and cooperation learning activities, applying appropriate learning theories, and supportive technology-delivery systems).

• Collaboration and cooperation learning activities: Using an inquiry-based learning style to deliver and promote climate change literacy as content learning to develop pre-service teachers' knowledge. We will continue to guide and teach preservice teachers in content knowledge development and lesson ideas to design lesson plans and develop technology integration skills based from the EDUC 203 course taught by Mr. Howard. Mr. Frink will pursue a similar endeavor in collaborating lesson ideas on climate change through active learning and discussion as instructional practices in his MATH 121 course.
   
• Applying appropriate learning theories: Using constructivist (social-learning activism or constructivist theories (multiple-intelligences theory) to utilize group-learning paradigms and enhance learning through the learners' diverse talents. We want preservice teachers to develop ideas on using the multiple intelligence theory to teach climate change lessons based on K-12 students' nine multiple intelligences and demonstrate as teaching practices.
   
• Supportive technology-delivery systems: Using Web 2.0 applications that preservice teachers will communicate climate lessons ideas and pedagogy include the web quests, blogs, and Facebook pages development.  Additional data tools will include the NASA data-driven software, Giovanni simulating application, and the Picture Post, and the Carbon Mapper applications from the University of New Hampshire data tools website.

2. Mr. Howard and Mr. Frink will create another poster presentation that shows the incorporation of best practices demonstrated by preservice teachers in learning how to utilize them for climate change pedagogy.

3. Develop two journal articles that highlight our climate change endeavor.

• Mr. Howard and Mr. Frink will begin collecting research literature in composing a literature review section of the proposed journal article that supports our education endeavor of incorporating best practices in climate change learning for preservice teachers.
   
• Mr. Howard and Mr. Frink must take and pass the humans subjects modules located at http://www.citiprogram.org before conducting data collection procedures at their designated universities. Mr. Howard will develop several data collecting instruments such as a survey and questionnaire to collect the responses from the preservice teachers describing their perceptions of learning and using the best practices.
   
• Mr. Howard will chose the appropriate data analysis in analyzing the quantitative data from the preservice teachers.
   
• Once the journal article receives publication, Mr. Howard and Mr. Frink will compose another journal article as a follow-up describing the preservice teachers' perceptions of implementing the best practices for classroom instruction. Mr. Howard plans to invite several preservice teachers to use these best practices during their student teaching practice. This initiative may involve in assisting preservice teachers in creating a lesson plan (5-point lesson plan or 6-point lesson plan) before their student teaching practice. Mr. Howard will create a survey in collecting quantitative data about the preservice teachers' perceptions about using best practices in teaching climate change education & literacy. Mr. Howard will choose the appropriate data analysis in analyzing the quantitative data from the preservice teachers.