Publication Abstracts

Bush et al. 2017

Bush, D., R. Sieber, G. Seller, and M. Chandler, 2017: University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry. Stud. Sci. Educ., 53, no. 2, 113-136, doi:10.1080/03057267.2017.1319632.

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.

Export citation: [ BibTeX ] [ RIS ]

BibTeX Citation

  author={Bush, D. and Sieber, R. and Seller, G. and Chandler, M.},
  title={University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry},
  journal={Studies in Science Education},

[ Close ]

RIS Citation

ID  - bu04100o
AU  - Bush, D.
AU  - Sieber, R.
AU  - Seller, G.
AU  - Chandler, M.
PY  - 2017
TI  - University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry
JA  - Stud. Sci. Educ.
JO  - Studies in Science Education
VL  - 53
IS  - 2
SP  - 113
EP  - 136
DO  - 10.1080/03057267.2017.1319632
ER  -

[ Close ]

• Return to 2017 Publications

• Return to Publications Homepage