The Day After Tomorrow and Daily Weather Briefings (Record no. 45096)
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| fixed length control field | 01784nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240110110156.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0031-921X |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Baker, David |
| 245 ## - TITLE STATEMENT | |
| Title | The Day After Tomorrow and Daily Weather Briefings |
| Remainder of title | : Inquiry-Based Learning of Global Climate and Extreme Weather (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Washington |
| Name of publisher | :American Association of Physics Teachers |
| Year of publication | ,November 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 687–690p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Physics Teacher |
| Volume number/sequential designation | , Volume 61, Number 8 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: At Austin College, a non-science major introductory course called The Day After Tomorrow: Global Climate and Extreme Weather uses inquiry-based learning approaches to engage students on the vital issue of climate change. Inquiry begins on the first day of class by watching the movie The Day After Tomorrow. Students formulate questions on weather and climate while watching the movie, and the course is then designed from the student questions. Inquiry occurs each day in class through daily weather briefings. Lectures and discussions, based on that day’s weather, often emerge from the weather briefings. By the end of the semester, each student will lead a weather briefing, communicating expertise developed throughout the semester. Students have ownership of this science course, which is especially important since many of them have previously suffered from science or math anxiety. These approaches can be implemented in climate and weather courses regardless of class size. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | sustainability| climate change| Physical Science| Inquiry-Based Learning| Global Climate |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1119/5.0137202 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 10.01.2024 | Periodicals |