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The Intersection of the Learning Sciences and Science Learning in Everyday Life
Science Education is seeking papers for a special themed section as part of an international initiative to build research community at the intersection of the Learning Sciences and Science Learning in Everyday Life. Submission Deadline: Rolling, beginning January 2011.
Beliefs and Willingness to Act About Global Warming: Where to Focus Science Pedagogy?
Keith Skamp, Eddie Boyes, Martin Stanisstreet
Volume 97, Issue 2
Science educators have a key role in empowering students to take action to reduce global warming. This involves assisting students to understand its causes as well as taking pedagogical decisions that have optimal probabilities of leading to students being motivated to take actions based on empirically based science beliefs. To this end New South Wales' (Australia) (n = 500) and English (n = 785) secondary students' (Grades 7 - 10) beliefs about the effectiveness of various specific actions in reducing global warming, and their self-reported willingness to take those actions, were determined and compared, using a specially designed questionnaire. READ MORE...