Climate change and Thermology

The Climate changes that are affecting our planet are the consequence of a progressive global warming caused by the increase in CO2 emissions produced by human activities. It is urgent to act considering that the main commitment of the Paris agreements (Cop21 | Paris 2015 | Un climate change conference) is to maintain the average temperature increase by 1.5 °C but now (spring 2018, from 2015) the average temperature has already increased by 1.1 °C ! It is therefore necessary to commit to a new approach to the economy that reduces emissions and this new approach passes through a deeper knowledge and sharing of the problem.

We will work deeply on Thermology (temperature and perceived temperatures, thermal equilibria and heating/cooling, relationships between heat and temperature, thermal conductivity and thermal capacity, etc.) recalling and discussing the main phenomena related to everyday experience with experiments and tools for the construction of concepts and operational capabilities (PBL + IBSE). We will also discuss Climatology and Orography studies with both Geography teachers and experts from research centers and universities present in the area. In addition, readings of documents such as the Kyoto Protocol 2005 and the Paris agreements 2015 will be held with Italian and English language teachers (CLIL) and NGO. the study of the laws and principles of Thermology, Geography, Climatology, Political science increase the students' knowledge about the mechenism underlying the Climate change by promoting so more aware attitudes and behaviors: awareness innovative students (RRI).

The project has been designed for a new vision of teaching that developing new strategies for how teachers’ roles and conditions can support and enable deeper learning for students. In detail, to study, analyze and understand the phenomena of the physical world in which we live, we will construct models, from quantitative measures too, capable of making predictions and comparing themselves with measures subsequently carried out.

In this activity we will also address the known difficulties (known to those involved researches in the teaching of Physics) that meet students in the understanding phenomena related to Thermology. Such as heat propagation, in particular on thermal conductivity and perception; the difference between the two physical quantities temperature and heat;  the rythm of seasons; etc. that a traditional way of teaching produces. The intention, however, is not to focus on the difficulties of the students and their misconceptions but is to shift the focus to the study of the resources that students bring with them for learning. This is to improve our understanding (as teachers, experts, mentors) of both 1) the productive aspects of their ways of reasoning and their knowledge and of 2) the underlying dynamics of misconceptions and difficulties to build a correct undertsanding of the phenomena.

A specific work on the gender gap has not been developed, but the following two guidelines have been adopted:

• Inclusive action. It is the ability to adopt family-friendly policies and practices, capable of supporting both sexes and free from prejudices in attracting and retaining people.
• Empowering environment. A study environment that instead of dictating the rules leaves girls and boys  free to be creative and to train, as well as the possibility of studying in a flexible way, increases the chances of advancement for girls.

Further, we have developed an approach that anticipates and assesses potential implications and societal expectations (RRI - Responsible Research and Innovation) with the aim to foster the design of inclusive and sustainable society. The educational project Climate Change and Thermology has been designed to respond to many of the fundamental principles of RRI (Responsible Research and Innovation) too. Those principles that can be divided into the following categories: Governance, Public engagment, Gender equality, Science education, Ethics, Open access. In detail, for having planned the educational activities with the community; shared choice with allactors of the community; studied in depth the themes of Energy saving with the experts present in the community; shared outputs and findings and how this was done, the activity Climate Change and Thermology contributes and grows:

• the leading of new profitable partnership which together work on and advancing towards collaborative decision-makerand shared reponsibility (Public engagment);
• the  breaking down of gender stereotypes through the activities proposed always without any prejudice on gender  (Gender Equality);
• the promoting of  both innovative problem‐solving and critical thinking; the empowering of both engagement and an entrepreneurial mindset; the promoting of citizen participation in science policy making (Science education);
• the sharing of responsibilities  for the impacts of science and the reflecting on people’s ideas (Ethics);
• the promoting of access to both publications and data for opening new horizons (Open access).

The project Climate change and Thermology is focalised on a priority of the Europe 2020:  Climate action. The Climate changes that are affecting our planet are the consequence of a progressive global warming caused by the increase in CO2 emissions produced by human activities. A challenge-based approach is the main approach of the activities that bring together resources and knowledge across different fields, technologies and disciplines, including social sciences and the humanities. Activities in this Challenge increase knowledge about the theme and so try to improve wellbeing. Infact the policy priorities of the Europe 2020 say "The ability of the economy to adapt and become more climate change resilient, resource efficient and at the same time remain competitive depends on high levels of eco-innovation, of a societal, economic, organisational and technological nature".

Few resources needed to carry out this project. It is hard to create a list of human resources needed, because they will depend on the milieu and the associations/organizations involved. Economic resources it would be necessary for. 1) create an handbook and a decalogue with the findings of the project, in paper format; 2) daily office materials (pen, paper, etc.); 3) smartphone and tablet with Internet as measure instruments and to develop digital materials (documents, researchs, etc.); 4) laboratory and maximum liquid themometers; temperature probes, electric cookers, flask, thermos and some few materials for measurements of physical quantities related to Thermology.

The project was developed by Fondazione Idis - Città della Scienza. Fondazione Idis-Città della Scienza activities aim at building a new economy based on knowledge in order to create a greater social cohesion. Our mission is based on the valorisation of territorial resources with a particular attention to the European and Mediterranean contexts. Fondazione Idis supports its local stakeholders (school networks, companies, enterprises, local bodies and associations) which become partners by contributing to test new cultural products and spread their effects through local actions. Foundation Idis - Città della Scienza has always worked in training teaching and new didactic methodologies. In detail, it has been characterized as a foundation specialized in the study and proposal of tools to support the teaching of science and its innovation as well as in training and career guidance and education. The Science Centre of Città della Scienza is the first Italian interactive science museum, a place for experimentation, learning, entertaining; to meeting and to build a constructive dialogue with science and technology.