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University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student InquiryThis paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.
Document ID
20170004583
Document Type
Reprint (Version printed in journal)
Authors
Bush, Drew
(McGill Univ. Montreal, Quebec, Canada)
Sieber, Renee
(McGill Univ. Montreal, Quebec, Canada)
Seiler, Gale
(Iowa State Univ. Ames, IA, United States)
Chandler, Mark
(Columbia Univ. New York, NY, United States)
Date Acquired
May 15, 2017
Publication Date
April 27, 2017
Publication Information
Publication: Studies in Science Education
Volume: 52
Issue: 2
ISSN: 0305-7267
Subject Category
Meteorology And Climatology
Report/Patent Number
GSFC-E-DAA-TN42469
Funding Number(s)
CONTRACT_GRANT: NNX14AB99A
Distribution Limits
Public
Copyright
Other
Keywords
university level
anthropogenic global climate change
inquiry teaching
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