Climate Action Can “Flip the Switch”: Resourcing Climate Empowerment in Chemistry Education
Bibliographic record
Abstract
Traditional approaches to the chemistry curriculum for undergraduate students prioritize coverage of fragmented individual topics rather than employing systems thinking to embed chemistry concepts in immersive holistic contexts vital to our planet’s future, such as climate change. Many students are eager to understand and tackle climate change, drawing on political, socioeconomic, sustainability, and chemistry perspectives. However, educators face substantial barriers in resourcing climate empowerment through chemistry education. This paper outlines interactive resources and activities educators can use to help students engage with climate literacy and action, grounded in an emerging understanding of key concepts in chemistry. These resources draw from the work of 14 third- and fourth-year undergraduate students at The King’s University who were learning about climate change in an environmental chemistry class. The students, who also coauthored this paper, collaborated in small groups and as an entire class to develop learning activities, pilot activities created by others, articulate topics for educators, and perform several rounds of peer review. Together, the students developed activities and learning outcomes that they hope others will use to connect climate change to cognitive, affective, and kinesthetic learning in chemistry.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".