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  1. Exploring students’ epistemological knowledge of models and modelling in science:results from a teaching/learning experience on climate change.Giulia Tasquier, Olivia Levrini & Justin Dillon - 2016 - International Journal of Science Education 38 (4):539-563.
    The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a (...)
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  • The Social and Behavioral Dimensions of Climate Change: Fundamental but Disregarded?Francesca Pongiglione & Jan Cherlet - 2015 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 46 (2):383-391.
    Research from the social and behavioral sciences shows that the drivers and impacts of climate change, as well as society’s responsiveness to it, are all profoundly governed by social and behavioral dynamics. Nevertheless, scientometric and research funding data from the United States and the European Union suggest that the social and behavioral sciences are noticeably underrepresented in mainstream climate research. We argue that a better understanding of social and behavioral dynamics, especially those that temper society’s response to the scientific evidence, (...)
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  • Motivation for Adopting Pro-environmental Behaviors: The Role of Social Context.Francesca Pongiglione - 2014 - Ethics, Policy and Environment 17 (3):308-323.
    This article investigates the origin of the lack of motivation for adopting significant pro-environmental behavior . I identify three main barriers to motivation: the feeling that there is a need for broad collective action that has not yet materialized, the lack of practical knowledge about what an individual can do in his/her daily life to address environmental problems, and insufficient feedback and approval mechanisms. Subsequently, I argue that an individual's social context may contribute in addressing all three. The motivation for (...)
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