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Social controversy belongs in the climate science classroom

Author

Listed:
  • Elizabeth M. Walsh

    (Science Education Program, San Jose State University)

  • Blakely K. Tsurusaki

    (College of Education, University of Washington, Washington Alliance for Better Schools)

Abstract

Scientists, educators and stakeholders are grappling with how best to approach climate change education for diverse audiences, given the persistent social controversy associated with it. This Perspective examines how socio-cultural learning theories inform climate change education for learners with varied understanding of and attitudes towards climate change.

Suggested Citation

  • Elizabeth M. Walsh & Blakely K. Tsurusaki, 2014. "Social controversy belongs in the climate science classroom," Nature Climate Change, Nature, vol. 4(4), pages 259-263, April.
    • Handle: RePEc:nat:natcli:v:4:y:2014:i:4:d:10.1038_nclimate2143
    DOI: 10.1038/nclimate2143
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    Cited by:

    1. Mortoja, Md. Golam & Yigitcanlar, Tan, 2022. "Understanding political bias in climate change belief: A public perception study from South East Queensland," Land Use Policy, Elsevier, vol. 122(C).

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