Framing Scientific Literacy as a Pathway to Environmental Justice

Brown-Xu, Samantha E.

doi:10.1021/bk-2023-1462.ch009

ACS Symposium Series

2023

DOI: 10.1021/bk-2023-1462.ch009

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Framing Scientific Literacy as a Pathway to Environmental Justice

Samantha E. Brown-Xu

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2024

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Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science

Clark,

Jeong

et al. 2024

J. Chem. Educ.

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Addressing the complex and politicized issue of climate change requires innovative educational approaches that transcend traditional disciplinary boundaries. This article describes the development of a collaborative interdisciplinary General Education (GE) course, “Climate Science Chemistry, Education, and Citizenship,″ to merge STEM with non-STEM subjects and address learning objectives that involve personal growth, critical thinking, self-reflection, and informed action. Within a semester-long storyline, the strands of content learning, process, and action are combined and addressed by using content area reading and disciplinary literacy resources. In this Perspective, design considerations of the course are discussed along with educational strategies aiming to cultivate informed, critical, and active citizens ready to tackle the challenges posed by climate change.

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Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science

Clark,

Jeong

et al. 2024

J. Chem. Educ.

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show abstract

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Framing Scientific Literacy as a Pathway to Environmental Justice

Cited by 1 publication

References 44 publications

Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science

Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science

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