The Use of a Mock Environment Summit to Support Learning about Global Climate Change
Catherine Gautier, Stacy Rebich January 2005 Journal of Geoscience Education v53 n1 p5-16

This article in the Journal of Geoscience Education discusses why a learner-centered environment is particularly suitable for earth system science learning, and how it provides students with motivation and the opportunity to understand this complex area of scientific inquiry. Through a course that explores global change from both and earth science and human perspective, students use role playing, writings, class discussions, and presentations to develop and negotiate a mock international environmental agreement. Rubrics are used both to assess student learning and to provide feedback to students about their work.

Full Text of the article is available online.

This resource is referenced here:
Subject: Education:Assessment, Assessment:Rubric
Resource Type: Pedagogic Resources:Research Results, Journal Article
Grade Level: College Upper (15-16), College Lower (13-14)