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Climate Change and Critical Science Agency: Is "Knowing" Enough?

Mon, April 8, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 300 Level, Hall C

Abstract

This study investigates whether students’ understanding about the role of carbon in climate change is increased after a climate change unit, and if their understanding of climate change science influences their willingness to participate in discussion around the issue. While increasing students’ content knowledge is one goal of education, an important goal is to help students think critically about complex issues, and ultimately see themselves as agents of change. Our results suggest that while students’ desire to participate in conversations about climate change increased, increased knowledge was not always associated with an increased desire to participate in conversations. Providing additional opportunities for students to engage in discussion education efforts may be one way to develop students’ critical science agency.

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