An Investigation of Student Engagement in a Global Warming Debate
Diane M. Schweizer, Gregory J. Kelly January 2005 Journal of Geoscience Education v 53, n 1, p. 75-84
This study investigates 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.
The investigation examines how students make use of observationally-based climatic data sets when debating the cause of global warming. The results indicate that students used observational data sets in a variety of ways, such as supporting their own argument; negating the argument of the opposing side; presenting challenges to the opposing side; and raising new scientific questions.