Time Scavengers: An Educational Website to Communicate Climate Change and Evolutionary Theory to the Public through Blogs, Web Pages, and Social Media Platforms
science communication, evolution, climate change, digital classroom
Climate change and evolution are topics at the forefront of political discussions, debates, and the public sphere. Regardless of evidence on both topics, the public as a whole still believes they are under debate. It is imperative that the public have access to correct and easy-to-digest information on these topics to make informed environmental and ecological decisions. To date, scientifically accurate digital platforms aimed at informing the public on these topics are overly complex and jargon-ridden. Time Scavengers (www.timescavengers.blog) was created to address these issues and is maintained by a group of academics, graduate students, avocational scientists, and educators. The site includes many informational pages about geology, climate change, and evolution, all written for the public with useful descriptions and figures. To make the process of science more transparent, the site includes blogs to provide insight into data collection and interpretation, field work, and public outreach. The site also includes additional pages with links to relevant content and activities appropriate for K-12 classrooms. The overarching goals of the site are to bridge the gap between scientists and the public through engaging, informational pages and personal experiences and to increase science literacy through easy-to-digest content.
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Citation / Publisher Attribution
Journal of STEM Outreach, v. 2, issue 1, art. 2
Scholar Commons Citation
Lam, Adriane R.; Bauer, Jennifer E.; Fraass, Susanna; Sheffield, Sarah L.; Limbeck, Maggie R.; Borden, Rose M.; Thompson-Munson, Megan E.; Fraass, Andrew J.; Hils, J. Michael; Muskelly, Cameron E.; Hartshorn, Kyle R.; and Bryant, Raquel, "Time Scavengers: An Educational Website to Communicate Climate Change and Evolutionary Theory to the Public through Blogs, Web Pages, and Social Media Platforms" (2019). School of Geosciences Faculty and Staff Publications. 1242.