01733nam a22001697a 450000500170000000800410001702200140005810000180007224501380009026000760022830000170030444000470032150500650036852009990043365000930143285600380152520240110110156.0240109b           ||||| |||| 00| 0 eng d  a0031-921X  aBaker, David   aThe Day After Tomorrow and Daily Weather Briefingsb: Inquiry-Based Learning of Global Climate and Extreme Weather (Journal Article)   aWashington b:American Association of Physics Teachers c,November 2023  a 687–690p.  aThe Physics Teacherv, Volume 61, Number 8  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: 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.  asustainability| climate change| Physical Science| Inquiry-Based Learning| Global Climate  uhttps://doi.org/10.1119/5.0137202