01773nam a22002177a 450000500170000000800410001702200140005803700200007208200120009210000180010424501020012226000810022430000170030549000970032250500630041952009210048265000280140365000330143165000520146485600390151620231120105400.0231106b           ||||| |||| 00| 0 eng d  a0031-921X  bRIEBPL Library   a530.071  aVandana Singh  a Transdisciplinary Adventures in a Physics Classroom: Teaching Climate Change b(Journal Article)  aWashington , DCb  American Association of Physics Teachersc September 2023  a 506–511p.  a American Association of Physics Teachers ,American Institute of Physics, Volume 61, Issue 6  a***______{For Hard Copy, Please visit Library.}________***  aAbstract-

Why teach climate change in a general physics college course? If we accept the overwhelming evidence1 of the reality and seriousness of anthropogenic climate change, then, surely, educators have an ethical obligation to help prepare the next generation for the changes that are to come, and enable them to be changemakers for a better future. But why a physics class? First, there is rich applied physics in basic climate science that can illuminate how physics is relevant in the world. Second, where else might students learn about climate change? Most education systems do not have a mandatory class on climate change that embraces the multiple dimensions of the problem. In the absence of a good alternative, this is a compelling ethical reason to introduce climate change in every course, across the curriculum. Is it possible to do this in a physics course in an effective way? In this article,...

  aTeaching Climate Change  aTransdisciplinary Adventures  a Physics Classroom-Transdisciplinary Adventures  u https://doi.org/10.1119/5.0137144