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NOTE: This is a large file, 77 mb in size! This article describes an investigation into how using debate as a pedagogical tool for addressing earth system science concepts can promote active student learning, present a realistic and dynamic view of science, and provide a mechanism for integrating the scientific, political and social dimensions of global environmental change. Using global warming as an example of earth system science, the authors consider how participation in debate provides an avenue for engaging students in science. The investigation draws from studies of school science that focus on the use of argument as a pedagogical tool and examines how students make use of observationally-based climatic data sets when debating the cause of global warming.
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DLESE Catalog ID:
EVAL-TLKT-000-000-000-159
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Resource contact / Creator / Publisher:
Publisher:
National Association of Geoscience Teachers (NAGT) Journal of Geoscience Education (JGE) http://www.nagt.org/nagt/jge/index.html
Contributor:
Diane M. Schweizer Institute for Computational Earth System Science University of California, Santa Barbara
Contributor:
Gregory J. Kelly Department of Curriculum and Instruction Penn State University |
