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Engaging Teacher Candidates in Globally-Focused Teaching Through the Development of Scientific Arguments for Climate Change in Secondary Science

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Internationalizing Rural Science Teacher Preparation

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 58))

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Abstract

The purpose of this participatory action research study is to investigate how scientific argumentation can be utilized by secondary science teacher candidates to engage their students in a globally-focused climate change lesson. The participants were 11 secondary science teacher candidates in a Master of Arts in Education program. They were tasked with designing a global lesson that utilized argumentation as the pedagogical approach and climate change as the content. More specifically, they needed to choose a climate change issue in their community and explore how another community in a different part of the world is dealing with the same issue. They then explored how the other community might be addressing it differently than their own community. The teacher candidates found the use of scientific argumentation to be a beneficial approach for their students, even though some only engaged their students in explanation.

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Authors and Affiliations

  1. University of West Georgia, Carrollton, GA, USA

    Brent Gilles

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  1. Brent Gilles
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Correspondence to Brent Gilles .

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Editors and Affiliations

  1. Indiana University, Bloomington, IN, USA

    Gayle A. Buck

  2. Indiana University, Bloomington, IN, USA

    Vesna Dimitrieska

  3. Department of Curriculum and Instruction, Indiana University, Bloomington, IN, USA

    Valarie L. Akerson

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Gilles, B. (2023). Engaging Teacher Candidates in Globally-Focused Teaching Through the Development of Scientific Arguments for Climate Change in Secondary Science. In: Buck, G.A., Dimitrieska, V., Akerson, V.L. (eds) Internationalizing Rural Science Teacher Preparation. Contemporary Trends and Issues in Science Education, vol 58. Springer, Cham. https://doi.org/10.1007/978-3-031-46073-9_11

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  • DOI: https://doi.org/10.1007/978-3-031-46073-9_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-46072-2

  • Online ISBN: 978-3-031-46073-9

  • eBook Packages: EducationEducation (R0)

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