Using authentic science in climate change education
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.
By authentic, we are referring to practices and data that have real consequences in terms of how the data are gathered and used. This approach may enable learners to acquire and apply concepts and skills in a practical and hence more meaningful context (Collins et al., 1988; Robinson,Wise, & Duffy, 2009), versus manipulating information idealized for teaching or assembled through second-hand sources.
This work was supported by the Socio-Environmental Synthesis Center in Annapolis, Maryland who hosted and facilitated this work under the Learning across Natural and Social Sciences pursuit.
Rebecca Jordan a, Amanda E. Sorensen b, Rachael Shwomb,
Jennifer Meta Robinsonc, Cynthia Isenhourd, Steven Graye,
Mary Nuccif, and Diane Ebert-Maye. APPLIED ENVIRONMENTAL EDUCATION & COMMUNICATION 2018: 1-32 https://www.tandfonline.com/doi/full/10.1080/1533015X.2018.1431162