Information needs related to teaching about air quality

Translating knowledge of air quality into a form that can be understood by students and the general public is a major challenge for scientists, public officials, and teachers. Social science studies have shown that both educators and the general public are relatively uninformed about recent findings in environmental research. It is especially difficult to get students of today excited about environmental issues because environmental education has become institutionalized. Students believe they know about major environmental problems even when their knowledge is rudimentary or even wrong. One problem in getting public attention is the general level of hyperbole and hysteria common in most media. Thus, do we try to be even more shrill and apocalyptic than other advocates clamoring for public notice, or should we refuse to participate in this competition for attention? A model is presented to bring K-12 teachers, scientists, and students together to develop innovative, inquiry-based, active learning materials for environmental education. Curricular materials utilizing the discovery process can be created and tested in an iterative process that incorporates the results of current science research into highly effective teaching materials for schools. Following extensive evaluative procedures and review, exemplary materials are prepared for publication. This collaborative method also gives teachers and students a more realistic understanding of how science works by giving them access to active scientists and practical scientific experience. Finally, we argue that scientists need to reveal why they care about environmental issues. It is not enough to remain aloof and objective. If we are going to motivate students and the public to make changes in their lives, we need to make a convincing case for the importance of air quality and what it means in practical terms to our common environment.