Using authentic science in climate change education

Abstract

In this article, we argue that engagement with authentic science is a means to mediate trust and motivation in those who are learning about climate change. To illustrate the argument, we provide a curricular example that focuses on authentic climate science data. We conclude with an example of how researchers from multiple disciplines can use model-based reasoning to collaboratively design educational experiences.

Publication Type
Journal Article
Authors
Rebecca Jordan, Rutgers University
Amanda E. Sorensen
Rachael Shwom, Rutgers University
Jennifer Meta Robinson
Cynthia Isenhour
Steven Gray, University of Massachusetts Boston
Mary Nucci
Diane Ebert-May, Michigan State University
Date
Journal
Applied Environmental Education & Communication
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