The Building of Knowledge, Language, and Decision-Making about Climate Change Science: A Cross-National Program for Secondary Students

Autor/inn/en	Arya, Diana; Maul, Andrew
Titel	The Building of Knowledge, Language, and Decision-Making about Climate Change Science: A Cross-National Program for Secondary Students
Quelle	In: International Journal of Science Education, 38 (2016) 6, S.885-904 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1170227
Schlagwörter	Decision Making; Climate; Change; Secondary School Students; Environmental Education; Teaching Methods; Interviews; Language Usage; Scientists; Student Attitudes; Sustainable Development; Educational Policy; Literacy; Educational Resources; Scientific Research; Recycling; Dialogs (Language); Attitude Change; Behavior Change; Outcomes of Education; Foreign Countries; Computer Mediated Communication; Program Descriptions; California; China; New Zealand; Norway + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Klima; Wandel; Sekundarschüler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Sprachgebrauch; Scientist; Wissenschaftler; Schülerverhalten; Nachhaltige Entwicklung; Politics of education; Bildungspolitik; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsmittel; Dialog; Dialogs; Dialogue; Dialogues; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Ausland; Computerkonferenz; Kalifornien; Neuseeland; Norwegen
Abstract	The United Nations' declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the "Decade of Education for Sustainable Development" (DESD, 2005-2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N = 141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N = 7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01