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Social Activism in Elementary Science Education: A science, technology, and society approach to teach global warming

Social Activism in Elementary Science Education: A science, technology, and society approach to... As part of a large‐scale instructional intervention research, this study examined elementary students’ science knowledge and awareness of social activism with regard to an increased greenhouse effect and global warming. The study involved fifth‐grade students from five elementary schools of varying demographic makeup in a large urban school district in the United States. The study was based on the analysis of students’ responses to a writing prompt addressing an increased greenhouse effect and global warming at the beginning of and at the completion of instruction over the school year. The results indicate that students with adequate science knowledge tended to express activism more frequently, and that their expression of activism increased as they gained better science knowledge after the instruction. The results highlight the importance of effective instruction of this contemporary and controversial issue with K‐12 students, so that they come to be aware of this societal problem, take action in solving the problem, and become socially responsible youth and adults. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Science Education Taylor & Francis

Social Activism in Elementary Science Education: A science, technology, and society approach to teach global warming

25 pages

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References (33)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1464-5289
eISSN
0950-0693
DOI
10.1080/09500690500240100
Publisher site
See Article on Publisher Site

Abstract

As part of a large‐scale instructional intervention research, this study examined elementary students’ science knowledge and awareness of social activism with regard to an increased greenhouse effect and global warming. The study involved fifth‐grade students from five elementary schools of varying demographic makeup in a large urban school district in the United States. The study was based on the analysis of students’ responses to a writing prompt addressing an increased greenhouse effect and global warming at the beginning of and at the completion of instruction over the school year. The results indicate that students with adequate science knowledge tended to express activism more frequently, and that their expression of activism increased as they gained better science knowledge after the instruction. The results highlight the importance of effective instruction of this contemporary and controversial issue with K‐12 students, so that they come to be aware of this societal problem, take action in solving the problem, and become socially responsible youth and adults.

Journal

International Journal of Science EducationTaylor & Francis

Published: Mar 18, 2006

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