文章基本信息

标题：Enhancing Students' Scientific and Quantitative Literacies through an Inquiry-Based Learning Project on Climate Change
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作者：Aaron M McCright
期刊名称：The Journal of Scholarship of Teaching and Learning
电子版ISSN：1527-9316
出版年度：2012
卷号：12
期号：4
页码：86-101
语种：English
出版社：Indiana University
摘要：Promoting sustainability and dealing with complex environmental problems like climate change demand a citizenry with considerable scientific and quantitative literacy. In particular, students in the STEM disciplines of (biophysical) science, technology, engineering, and mathematics need to develop interdisciplinary skills that help them understand the social dynamics of environmental problems and solutions. To this end, this study examines how participation in a semester-long inquiry-based learning project that involves sociological research on climate change beliefs, attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. The results suggest that participation in a sociological inquiry-based learning project helps STEM students to (a) improve their knowledge of scientific and statistical principles and processes, (b) hone their scientific research skills, and (c) gain respect for sociology specifically and social science more generally. While the inquiry-based learning project described here deals with climate change, educators can adapt it to deal with other environmental social science research topics (e.g., water use, energy conservation, food security, sustainability).
关键词：scientific literacy, quantitative literacy, climate change, interdisciplinary learning, inquiry-based learning, survey research