Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue

Tom G. K. Bryce, Stephen P. Day

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This article looks critically at the complexity of the debate among climate
scientists; the controversies in the science of global temperature measurement; and at the role played by consensus. It highlights the conflicting perspectives figuring in the mass media concerned with climate change, arguing that science teachers should be familiar with them, particularly given the sharply contested views likely to be brought into classroom discussion and the importance of developing intellectual scepticism and robust scientific literacy in students. We distinguish between rational scepticism and the pejorative meaning of the expression associated with attitudinal opposition to global warming—similar to the way in which Bauer (2006) contrasts micro-scepticism and macro-scepticism in reasoning generally. And we look closely and critically at the approaches which teachers might adopt in practice to teach about global warming at this difficult time.
LanguageEnglish
Pages599-632
Number of pages34
JournalCultural Studies of Science Education
Volume9
Issue number3
Early online date14 May 2013
DOIs
Publication statusPublished - 30 Sep 2014

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teacher
science
mass media
education
opposition
climate change
literacy
classroom
student
time

Keywords

  • global warming
  • scientific literacy
  • discussion
  • socio-scientific issues
  • scepticism
  • climate change

Cite this

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Scepticism and doubt in science and science education : the complexity of global warming as a socio-scientific issue. / Bryce, Tom G. K.; Day, Stephen P.

In: Cultural Studies of Science Education, Vol. 9, No. 3, 30.09.2014, p. 599-632.

Research output: Contribution to journalArticle

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