University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2017-04-27 DOI:10.1080/03057267.2017.1319632

Drew Bush, R. Sieber, G. Seiler, M. Chandler

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引用次数: 8

Abstract

Abstract This 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.

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通过学生调查进行人为全球气候变化（AGCC）的大学级教学

摘要本文回顾了大学一级为提高对人为全球气候变化（AGCC）的理解所做的努力，通过课程使学生能够进行科学探究。我们审查了152篇学术会议的参考出版物和论文集，并选择了26个探究性学习案例，这些案例克服了AGCC教学的具体挑战。这篇综述确定了每一个案例研究的优势和劣势。它是第一个超越特定探究教学方法的影响来提供案例综合的研究。我们发现，探究式教学可以通过具体化科学过程、提供获取全球数据和证据的途径、传授关于AGCC科学/政策的批判性和更高阶思维，以及将学习与地点和科学事实相结合来取得成功。我们建议教育研究人员和科学家合作创建和完善课程，利用地理空间技术、气候模型和通信技术，让学生接触科学家、气候数据和真实的AGCC研究过程。许多可用的科学教育技术和课程也需要进一步研究，以最大限度地权衡实施和培训成本及其教育价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.