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ERIC Number: EJ909753
Record Type: Journal
Publication Date: 2010-Sep
Pages: 5
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-0036-6811
Using Scientific Enquiry to Make Sense of Global Challenges
Hogg, Max
School Science Review, v92 n338 p45-49 Sep 2010
In a context where the science underlying global issues such as climate change often loses out to political opinions and distortions, science teachers have a unique and very important role. Science teachers can use global-learning approaches to encourage learners to develop skills in scientific enquiry and critical analysis of scientific issues. This will help learners to make sense of global challenges and support them in responding effectively. This article sets out what a global-learning approach might entail, gives practical tips on how to bring global issues into the science classroom, and discusses the benefits that this can bring. (Contains 8 online resources.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; Uganda; United Kingdom; United Kingdom (England)