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Teaching Environmental Issues and the Affective Domain

Sacramento Municipal Utility District's nuclear cooling towers
Dept. of Energy photo by Warren Gretz
This summary was compiled by Karin Kirk, SERC, and is drawn from the sources referenced below.

Teaching environmental topics can bring out unexpected responses in your students. For example, when you cover the topic of Earth's resources in a physical geology course, you may find previously mild-mannered students become impassioned about the topics, or otherwise attentive and hard-working pupils dig in their heels and resist the information. Doing rock and mineral identification may elicit little emotional response from most students. But when the subject matter seems to confront one's personal lifestyle, political leanings or economic situation, then the topic may be perceived in a very different light.

What are some strategies to teach environmental topics, particularly controversial ones, without coming up against affective barriers to learning? How can you help students learn the science and the policy without getting weighed down by feeling guilty or defiant?

Resources and Examples

Selected Literature

Air pollution over Denver traffic
US Dept of Energy photo by Warren Gretz

Teaching and learning in environmental education: Developing environmental conceptions (Ballantyne and Packer, 1996)
citation and bibliographic information This paper discusses how environmental education is closely connected with the affective domain in that it involves attitudes, values and behaviors, in addition to cognitive knowledge. The authors recommend that teachers develop conceptions in environmental education by using a range of strategies designed to integrate an individual's environmental knowledge, attitudes/values, and behavior. The application of constructivist learning provides a basis for encouraging students to become aware of their environmental conceptions, challenge inconsistencies in those conceptions, and make informed decisions regarding their environmental conceptions.

Enhancing environmental conceptions: An evaluation of cognitive conflict and structured controversy learning units (Ballantyne and Bain, 1995)
citation and bibliographic information Learning experiences which challenge and enhance students' conceptions of environmental issues and environmental education by confronting them with alternative viewpoints and evidence were trialed in two postgraduate environmental teacher education courses. Findings indicate that as a result of participating in the learning experiences, students formulated their own position more clearly, better understood the viewpoints of others, became aware of inadequacies and inconsistencies in their conceptions and were challenged to increase their environmental commitment.

Learning to Teach Environmental Issues (Corney, 1998)
citation and bibliographic information This paper describes preliminary results from a qualitative research study into the thinking and practice of student geography teachers in the teaching of environmental issues. The study investigates ways that teachers think about environmental issues and the corresponding ways that teachers teach these topics. The author points out that teachers must make various value judgments in teaching environmental issues.

A Multivariate Analysis of the Relationship Between Attitude Toward Science and Attitude Toward the Environment (Ma and Bateson, 1999)
citation and bibliographic information This statistical study identified the relationship between students' attitude toward science and attitude toward the environment. Canadian 9th grade students answered sets of attitude questions about the environment and about science in general. The strongest correlation was that students who had a positive attitude toward science also had a positive attitude toward science. Another correlation indicated that students favored preservation of natural resources but also did not favor a reduction in freedom for logging companies, farmers, automobile drivers, and so on.

Developing Analytical and Communication Skills in a Mock-Trial Course Based on the Famous Woburn, Massachusetts Case (Bair, 2000)
This paper describes an interdisciplinary course based on the book A Civil Action. Students analyze aerial photographs, well logs, streamflow records, permeability tests, and water-level and water-quality data from the trial to complete assignments that become exhibits in the mock trial. Assignments include construction of geologic cross sections, potentiometric maps, hydrographs, flood recurrence graphs, and calculation of hydraulic gradients, groundwater velocities, and contaminant travel times. The course teaches students how to develop and defend their opinions, how to question the opinions of others, the limitations of data collection and analysis, and the importance of integrating computational and communication skills.

The Use of a Mock Environment Summit to Support Learning about Global Climate Change (Gautier and Rebich, 2005)
citation and bibliographic information This paper describes a course that addresses the human aspects of global change through the development and negotiation of an international environmental agreement. Students play the roles of country representatives and participate in activities such as writings, class discussions, presentations and negotiations.

An Investigation of Student Engagement in a Global Warming Debate (Schweizer and Kelly, 2005)
citation and bibliographic information 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.

Teaching Methods

A student measuring stream discharge
A student gathering stream discharge data
The Starting Point collection contains introductory earth science teaching materials organized by various teaching methods. The collection contains sections on teaching with data, using role-playing activities, using your campus as a laboratory, experience-based environmental projects, and Structured Academic Controversy.

Activity Collections

Selected examples:

  • What Should We Do About Global Warming?
    Teaching materials by Sharon Anthony, Thomas W. Brauch, Elizabeth J. Longley (Beloit College/ChemConnections)
    This 3-4 week science module is designed for introductory college courses and uses data to tackle questions related to global warming. The module includes short and long term temperature trend data, along with IR spectra, concentration trend data for greenhouse gases, and information about the Kyoto Protocol.
  • The Great Energy Debate
    Teaching materials by National Geographic
    This lesson plan explores the controversial issues surrounding the energy debate in the United States. Students will research recent initiatives being taken in this area and analyze their implications. They will then assume the roles of pivotal stakeholders in this debate and testify to a mock congressional committee responsible for making decisions about public lands and energy resources.
  • Mock Environmental Summit
    Teaching materials by Catherine Gautier (University of California Santa Barbara)
    At the end of a six-week class or unit on global warming, students role-play representatives from various countries and organizations at an international summit on the Santa Barbara protocol, dealing with global warming. The students prepare by studying the IPCC report on Global Climate Change, the Kyoto Protocol, and other information on human impacts on the environment.
  • The Use of a Piece of Land
    Teaching materials by Duane Leavitt for Activities and Resources for Earth Science Teachers from the Maine Geological Survey
    This activity is designed to engage students in a practical exercise in land use planning, to make the students aware of the positive and negative aspects of land use laws and local zoning ordinances through role-playing. The students represent groups interested in purchasing the same piece of land. Each group must research to devise a plan that is legal and attractive and present proposals to convince the current owners to sell the land to their group. The instructor is advised to use a real plot of land so that real land use laws can be researched.
  • Global Temperatures
    Created by Columbia University Earth and Environmental Science Faculty
    Students analyze the global temperature record from 1867 to the present. Long-term trends and shorter-term fluctuations are both evaluated. The data is examined for evidence of the impact of natural and anthropogenic climate forcing mechanisms on the global surface temperature variability.
  • The Lifestyle Project
    Karin Kirk (Montana State University) and John J. Thomas (Skidmore College)
    This project allows students to challenge themselves to reduce their impact on the environment by changing the way in which they live from day to day, over a period of three weeks. Students write about their experiences in journals, which are incredibly insightful, illustrating just how profoundly the project affects them.
  • Structured Academic Controversy - Climate Change
    Claudia Khourey-Bowers, Kent State University
    Students use a role-playing format to explore various positions on climate change. Students use a meeting of an international council to expand their perspectives on the issue and increase their understanding of others' points of view.
  • Communicating Global Climate Change: Using Debate to Engage Integrative Learning This series of video clips from MERLOT/ELIXR demonstrates the use of debate as a strategy for engaging student with the issues surrounding climate change. Project materials, timelines and PowerPoint slides are also included.

  • Do you know of an article, web site, data set or other reference for teaching environmental issues? Please tell us about it.

    If you have a classroom activity that is useful for teaching environmental issues, you can add it to the teaching activities collection.

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