NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ992129
Record Type: Journal
Publication Date: 2012-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1527-9316
Enhancing Students' Scientific and Quantitative Literacies through an Inquiry-Based Learning Project on Climate Change
McCright, Aaron M.
Journal of the Scholarship of Teaching and Learning, v12 n4 p86-101 Dec 2012
Promoting sustainability and dealing with complex environmental problems like climate change demand a citizenry with considerable scientific and quantitative literacy. In particular, students in the STEM disciplines of (biophysical) science, technology, engineering, and mathematics need to develop interdisciplinary skills that help them understand the social dynamics of environmental problems and solutions. To this end, this study examines how participation in a semester-long inquiry-based learning project that involves sociological research on climate change beliefs, attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. The results suggest that participation in a sociological inquiry-based learning project helps STEM students to (a) improve their knowledge of scientific and statistical principles and processes, (b) hone their scientific research skills, and (c) gain respect for sociology specifically and social science more generally. While the inquiry-based learning project described here deals with climate change, educators can adapt it to deal with other environmental social science research topics (e.g., water use, energy conservation, food security, sustainability). (Contains 1 figure and 5 tables.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan