Supporting and Understanding Students' Epistemological Discourse About Climate Change-Reference-Cited by-同舟云学术

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Supporting and Understanding Students' Epistemological Discourse About Climate Change

Published:2014-09-02 Issue:3 Volume:62 Page:374-387
ISSN:1089-9995
Container-title:Journal of Geoscience Education
language:en
Short-container-title:Journal of Geoscience Education

Author:

Holthuis Nicole¹,Lotan Rachel¹,Saltzman Jennifer²,Mastrandrea Mike³,Wild Andrew⁴

Affiliation:

1. Independent Researcher, 190 Roan Drive, Danville, California 94526, USA

2. Graduate School of Education, Stanford University, Stanford, California 94305, USA

3. School of Earth Sciences, Stanford University, Stanford, California 94305, USA

4. Woods Institute for the Environment, Stanford University, Stanford, California 94305, USA

Publisher

Informa UK Limited

Subject

General Earth and Planetary Sciences,Education

Link

https://www.tandfonline.com/doi/pdf/10.5408/13-036.1

Reference30 articles.

1. Where knowledge construction, equity, and context intersect: Student learning of science in small groups

2. Can Classrooms Learn?

Cited by 27 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Students’ ideas about the scientific underpinnings of climate change: a systematic review of the literature;Studies in Science Education;2024-09-05

2. Critical climate awareness as a science education outcome;Science Education;2024-07-31

3. A Structural Model of Future-Oriented Climate Change Optimism in Science Education: PISA Evidence from Countries with Top Environmental Protection Index;Research in Science Education;2024-04-02

4. Teachers’ use and adaptation of a model-based climate curriculum: a three-year longitudinal study;Journal of Geoscience Education;2024-01-17

5. Implementing climate literacy in schools — what to teach our teachers?;Climatic Change;2023-09-26

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