Nationally, the low levels of scientific literacy are reflected in the decreasing number of engineering students and falling test scores among 4th to 8th grade students (NAEP, 2009; NOS, 2000). Declining coverage of science news combined with weak public trust for science is troubling given that citizens should be more involved with policy decisions such as climate change and sustainability (Clark & Illman, 2001). Fortunately, science education reforms focus on inquiry-based learning environments that use discussion of socioscientific issues or science issues tied to social controversies (e.g. stem cell research) to improve students’ scientific literacy. The proposed study seeks to examine students’ understanding about environmental issues, which builds on a growing body of research related to an ongoing literacy program called Word Generation
This study focuses on the potential for deliberative classroom situations for enhancing appreciation of climate change knowledge in adolescents. In particular, we will test the impact of the climate change discussion on the narrative essays that students produce as a part of the program. The study’s objectives are: