Social controversy belongs in the climate science classroom

Elizabeth M. Walsh () and Blakely K. Tsurusaki
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Elizabeth M. Walsh: Science Education Program, San Jose State University
Blakely K. Tsurusaki: College of Education, University of Washington, Washington Alliance for Better Schools

Nature Climate Change, 2014, vol. 4, issue 4, 259-263

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.

Date: 2014
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DOI: 10.1038/nclimate2143

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