Molly Nation, Ph.D.

Expert in environmental education Florida Gulf Coast University

  • Fort Myers FL

Molly Nation explores environmental issues within formal education settings.

Contact

Florida Gulf Coast University

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Media

Biography

Molly Nation, PhD is a professional at the intersection of science, policy, and education. Molly served as an AAAS Science and Technology Policy Fellow in Washington, DC from 2022-2024, contributing her expertise to the Millennium Challenge Corporation as a Climate Change and Nature-based Solutions Advisor and as a Translational Climate Science Fellow at the EPA Office of Research and Development, conducting applied action research on social systems and collaborating with diverse communities to address climate challenges. Molly is an Associate Professor at Florida Gulf Coast University, specializing in Environmental Education within the Department of Ecology and Environmental Studies. She holds a Ph.D. in Curriculum and Instruction in Science Education from the University of South Florida.

Areas of Expertise

Translational Climate
Nature-based Solutions
Climate Policy
Environmental Education
Climate Education‎
Environmental Change

Accomplishments

FGCU Junior Faculty Teaching Excellence Award

2020

Georgia Southern Alumni – 40 Under 40

2019

Education

The University of South Florida

Ph.D.

Science Education

Georgia Southern University

M.A.

Teaching

Georgia Southern University

B.S.

Biology

Affiliations

  • North American Association of Environmental Educators : Member
  • Environmental Education Alliance of Southwest Florida : Member

Selected Media Appearances

Moving to Florida? Budget More for Home Insurance Than Expected

This Old House  online

2024-04-09

Molly Nation shares her expertise on climate change, finance, and other issues to shed light on Florida home insurance rates.

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Group working to educate public, find solutions to mounting ecological challenges in SW Florida

News-Press  print

2022-05-26

Molly Nation talks about how climate change is impacting lives, green spaces and property values in Southwest Florida.

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H&M launching compostable baby wear line

ABC7  tv

2022-04-18

Molly Nation discusses sustainable clothing options.

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Selected Event Appearances

The Effects of Extended Action Research-Based Professional Development on the Teaching of Climate Science

Association for Science Teacher Education International Conference  Savannah, Georgia

2019-01-03

Enhancing Local Water Quality Education Through Environmental Stewardship

North American Association of Environmental Educators Conference  Spokane, Washington

2018-10-11

How Teachers’ Beliefs About Climate Change Influence Their Instruction and Resulting Student Outcomes

American Geophysical Union Fall Meeting  New Orleans, Louisiana

2017-12-11

Selected Research Grants

Sponsored Program Award Project FLOW (Future Leaders of Water Quality),

Florida Department of Environmental Protection

2019

In collaboration with Lee County Schools, this project is designed to improve water quality education at the K-12 level.

Selected Articles

Empowering High School Girls in in a University-Led STEM Summer Camp

Journal of STEM Outreach

Molly Nation, Joanne Muller

2023

Women are less likely to choose STEM educational programs, hold STEM degrees, or enter the STEM labor force. Several factors contribute to this including intrinsic psychological factors, external environmental variables, academic mindsets, and STEM attitudes. This paper discusses a 10-day long STEM camp aimed at engaging high school girls in authentic field-based environmental research. The goal of the camp is to foster and encourage interest in STEM fields through hands-on laboratory experiences, discussions with female scientists, field trips, and a broad range of research-focused authentic scientific activities. The descriptive research study used observational qualitative and quantitative data to better understand and improve the future of informal STEM experiences for high school-aged girls. Results of the study found that girls were more likely to see themselves in STEM fields; exposure to authentic scientific research, hands-on fieldwork, and final research presentations promoted self-efficacy and confidence in their ability to undertake university-level research. Finally, the camp provided a place to engage with other females through academic and social collaboration.

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Climate Change and Political Controversy in the Science Classroom

SI: Why Trust Science and Science Education

Molly Trendell Nation & Allan Feldman

2022

Climate change science is complex and perceived to be controversial in nature by some stakeholders. Yet from the perspective of educators and policy makers, climate change science is an important topic to be taught in secondary science education. The presence of controversy can influence teachers’ instructional decisions and cause confusion about the science of climate change. This study examines the complex nature between science teacher beliefs and the impact on their instructional practices of climate change–centered curriculum. Findings from the study suggest teachers have strong beliefs about the causes and implications of climate change. However, due to the controversial nature of the topic, the current US political climate, and fear of resistance from stakeholders, teachers did not espouse these beliefs within their instruction of the curriculum and instead remained “neutral” when teaching about climate change.

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Environmental Education in the Secondary Science Classroom: How Teachers’ Beliefs Influence Their Instruction of Climate Change

Journal of Science Teacher Education

Molly Trendell Nation & Allan Feldman

2021

Climate change is complex and controversial in nature, yet seen by educators and policymakers as an important topic to be taught within secondary science education. Teachers’ beliefs about the instruction of climate change are unclear. The presence of controversy can influence teachers’ instructional decisions causing confusion about the science of climate change. Therefore, the role of teachers’ beliefs must be considered when examining their instruction. This study examined the complex nature of science teacher beliefs about climate change instruction, their practice, and the impact on student outcomes within four marine science classrooms over the course of one semester. Findings suggest teachers have strong beliefs about the anthropogenic causes and implications of climate change, high levels of concern for future generations, and value climate change education. Yet, the controversial nature of the topic, current political climate, and resistance from stakeholders inhibited teachers from espousing these beliefs within their instruction.

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