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Socioscientific perspective taking in a four quadrant-based curriculum on climate change

Nolan, Eric Thomas (2021) Socioscientific perspective taking in a four quadrant-based curriculum on climate change. Doctoral thesis, Northern Arizona University.

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Empirical research within science education settings tells us that there is a need for new curricular approaches in the teaching of complex and contentious science-based issues, such as climate change. A lot of science educational research looks at a need to teach students functional scientific literacy in that we are not just learning about science, but also looking at the ways in which society uses that science through dialogue, comprehension, and action. The significance of this dissertation is that perspective taking, as an educational practice, can offer reflective and reflexive tools so that whether an individual holds a moral stance on an issue or not, at least we can begin to see how others may view the same issue through a moral lens, while thinking critically about the scientific nature of the issue. Socioscientific perspective taking is an educational framework which guided this dissertation in developing a Four Quadrant-designed curriculum capable of teaching individual and collective perspectives on climate change.

Item Type: Thesis (Doctoral)
Publisher’s Statement: © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords: Climate change education; Environmental education; Integral theory; Perspective taking; Socioscientific issues; Socioscientific perspective taking
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
NAU Depositing Author Academic Status: Student
Department/Unit: Graduate College > Theses and Dissertations
College of Education > Teaching and Learning
Date Deposited: 05 Jul 2022 21:55
Last Modified: 05 Jul 2022 21:55
URI: https://openknowledge.nau.edu/id/eprint/5801

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