GLOBAL WARMING IN SCIENCE EDUCATION

Abstract

A design-based research on 12th-grade students’ engagement on global warming is
reported. An interdisciplinary teaching sequence has been designed within a model of
socioscientific controversies ecology. It integrated an initiation to non violent
communication, expertise of thesis on global warming and a simulation of a citizens’
conference. Students identified arguments on the global warming issue in scientific
publications or contradictory expertise and questioned scientific knowledge and its
social dimension. Contribution of this empirical study to integration of socioscientific
issues in the secondary education science curriculum and potential connections between
environmental, science and citizenship curricula are discussed.