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.
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This resource is referenced here:Subject:
Geoscience:Atmospheric Science:Climate Change:Greenhouse effect, Education,
Geoscience:Atmospheric Science:Climate Change,
Environmental Science:Global Change and Climate:Climate Change:Greenhouse effect,
Environmental Science:Global Change and Climate:Climate Change
Resource Type:
Pedagogic Resources:Research Results, Pedagogic Resources, Journal Article
Research on Learning:
Geoscience Expertise:Drawing Inferences,
Affective Domain:Teaching Controversial Topics,
Geoscience Expertise:Complex Systems
Keywords: affective domain, debate
