Writing about Climate Change

Beach, Richard; Share, Jeff; Webb, Allen

doi:10.4324/9781315276304-5

Cited by 5 publications

(7 citation statements)

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“…Game-studies researchers have similarly shown how edugames can offer opportunities for playful ecological citizenship (e.g., Gabrys, 2019; Raessens, 2019). English-education researchers have likewise begun to explore how role-plays, simulations, and gaming can prompt students’ argument writing about climate change (Beach et al, 2017). Such activities may help students to take an important first step in writing for environmental action, from ignoring the problem to countenancing the dire realities of humanity’s impact on Earth (Sherry, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Regarding environmental action in particular, researchers have begun to explore the benefits and challenges of using games to encourage ecological citizenship (Gabrys, 2019; Gerber & Gaitan, 2017; Raessens, 2019). As literacy researchers respond to the call to teach environmental literacy (Beach et al, 2017; National Council of Teachers of English, 2019), these previous studies have revealed opportunities for similar research on the use of immersive argumentation games in ELA contexts.…”

Section: Introductionmentioning

confidence: 99%

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How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

Lawrence

Sherry

2021

Journal of Literacy Research

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Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

Lawrence

Sherry

2021

Journal of Literacy Research

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“…Recent commissioned polls across North America (Leger 360 Market Research 2018 ; Pew Research Center, 2019 ) regarding attitudes to science found that many adolescent respondents utilized three primary sources for scientific knowledge: schools (i.e., teachers), print resources (e.g., books or magazines), and the Internet. Clearly, science-based texts available in and out of school contexts (e.g., home) are critical to students’ understanding of complex scientific issues such as climate change (Beach et al, 2017 ). SSI-based reading may be subsumed under the broad and established area of disciplinary literacy (Fazio & Gallagher, 2018 ; Goldman & Scardamalia, 2013 ; Goldman et al, 2016 ; Leu et al, 2017 ; Zygouris-Coe, 2014 ).…”

Section: Conceptual Perspectivesmentioning

confidence: 99%

Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts

Fazio

Gallagher

DeKlerk

2022

Int J of Sci and Math Educ

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This qualitative within-individual case design study involved six adolescents (age 10–14 years) engaging in a think-aloud observational protocol to read two texts on climate change from contrasting viewpoints. The participants completed a prior knowledge assessment and survey of technology used to assess potential mediating factors. Survey and observational data are presented as participant profiles. Results illustrated the effect of participants’ background knowledge, emotional elicitation of text features, cognitive dissonance argument analysis due to the contrasting multimodal texts, and impact of visual images on participants’ comprehension. Our data analyses revealed that there is an interconnected and nuanced relationship amongst many text and individual factors when adolescents engage in critical reading of SSI multimodal texts. This research provides direction for future science education research that support learners in critical reading of complex socioscientific topics as presented in multimodal texts with adolescent learners. Supplementary Information The online version contains supplementary material available at 10.1007/s10763-022-10280-8.

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“…Studies have shown that educating people about causes and impacts of climate change also can increase engagement (e.g., Geiger et al, 2017b ; Ranney & Clark, 2016 ). Efforts have been made to promote teaching climate change in schools across content courses from the sciences to the humanities (e.g., Beach et al, 2017 ; Shepardson et al, 2017 ). The teaching of climate change, however, has been attacked by political interests (e.g., Branch et al, 2016 ).…”

Section: Climate-change Warnings As Ineffective Rulesmentioning

confidence: 99%

“…Research has found that middle and high school teachers do not devote much time to the topic, and about a third emphasize both human and natural causes (Plutzer et al, 2016 ). To enhance education on climate change, advocacy for teaching climate-change content in schools and universities is needed, as well as resources for teachers wanting to include climate change in their classes (for examples see Beach et al, 2017 ; Fretz, 2015 , and for behavioral approaches see Sustainability & Behavior Analysis Sample Course Units at the Behaviorists for Social Responsibility website https://bfsr.abainternational.org/ ).…”

Section: Climate-change Warnings As Ineffective Rulesmentioning

confidence: 99%

Rule-Governed Behavior and Climate Change: Why Climate Warnings Fail to Motivate Sufficient Action

Pietras

2022

Behav. Soc. Iss.

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Climate scientists warn of dire consequences for ecological systems and human well-being if significant steps to mitigate greenhouse gas emissions are not taken immediately. Despite these warnings, greenhouse gas concentrations continue to rise, indicating that current responses are inadequate. Climate warnings and reactions to them may be analyzed in terms of rules and rule-governed behavior. The literature on rule-governed behavior in behavior analysis has identified a variety of factors that can reduce rule following, including insufficient rule exposure, insufficient learning history and rule complexity, incomplete rules, instructed behavior not sufficiently learned, rules having weak function-altering effects, conflicting rules, lack of speaker credibility, rule plausibility and inconsistency with prior learning, and insufficient reinforcement for rule following. The present paper aims to analyze how these factors might impact responses to climate change, and possible solutions and strategies are discussed. Much of the theory and research on climate-change communication has come from outside of behavior analysis. Thus, the paper also aims to integrate findings from this literature with a behavior-analytic approach to rule control. Interpreting climate warnings and climate solutions in terms of rule-governed behavior may improve our understanding of why such rules are not more effective, and aid in the development of verbal and nonverbal strategies for changing behavior and reducing greenhouse gas emissions.

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Writing about Climate Change

Cited by 5 publications

References 1 publication

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action

Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts

Rule-Governed Behavior and Climate Change: Why Climate Warnings Fail to Motivate Sufficient Action

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