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An Investigation of Student Engagement in a Global Warming Debate
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.
Intended for grade levels:
  • Graduate / Professional
Type of resource:
  • Text:
    • Journal article
  • Educational theory and practice
Technical requirements:
Adobe Acrobat reader
Cost / Copyright:
No cost
We encourage the reuse and dissemination of the material on this site for educational, noncommercial purposes as long as attribution is retained.
DLESE Catalog ID: EVAL-TLKT-000-000-000-159
Related resources:
This resource is referenced by
Resource contact / Creator / Publisher:
Publisher: National Association of Geoscience Teachers (NAGT)
Journal of Geoscience Education (JGE)

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