Year: 2015
Type: article
Abstract: This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.
Source: TigerPrints (Clemson University)
Author: Cassie Quigley
Institution: Clemson University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W395562046