000			01784nam a22001937a 4500
005			20240110110156.0
008			240109b ||||| |||| 00| 0 eng d
022			_a0031-921X
100			_aBaker, David
245			_aThe Day After Tomorrow and Daily Weather Briefings _b: Inquiry-Based Learning of Global Climate and Extreme Weather (Journal Article)
260			_aWashington _b:American Association of Physics Teachers _c,November 2023
300			_a 687–690p.
440			_aThe Physics Teacher _v, Volume 61, Number 8
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_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.
650			_asustainability| climate change| Physical Science| Inquiry-Based Learning| Global Climate
856			_uhttps://doi.org/10.1119/5.0137202
942			_cPER
999			_c45096 _d45095