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International Journal of Science Education Volume 36, 2014 - Issue 9: Science|Environment|Health—Towards a reconceptualization of three critical and inter-linked areas of education
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Articles

Climate Change and Everyday Life: Repertoires children use to negotiate a socio-scientific issue

Jenny ByrneSouthampton Education School, University of Southampton, Southampton, UK
,
Malin IdelandFaculty of Education and Society, Malmö University, Malmö, Sweden
,
Claes MalmbergFaculty of Education and Society, Malmö University, Malmö, SwedenCorrespondence[email protected]
&
Marcus GraceSouthampton Education School, University of Southampton, Southampton, UK
Pages 1491-1509 | Published online: 06 Mar 2014

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Vaille Dawson. (2023) Teachers’ support in developing year 7 students’ argumentation skills about water-based socioscientific issues. International Journal of Science Education 0:0, pages 1-18.
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Carlie D. Trott, Stephanie Lam, Jessica Roncker, Emmanuel-Sathya Gray, R. Hayden Courtney & Trevor L. Even. (2023) Justice in climate change education: a systematic review. Environmental Education Research 0:0, pages 1-38.
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Vaille Dawson & Grady Venville. (2022) Testing a methodology for the development of socioscientific issues to enhance middle school students’ argumentation and reasoning. Research in Science & Technological Education 40:4, pages 499-514.
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Katarina Ottander & Shirley Simon. (2021) Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education. International Journal of Science Education 43:12, pages 1895-1925.
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Carlie D. Trott. (2020) Children’s constructive climate change engagement: Empowering awareness, agency, and action. Environmental Education Research 26:4, pages 532-554.
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Alan Reid. (2019) Climate change education and research: possibilities and potentials versus problems and perils?. Environmental Education Research 25:6, pages 767-790.
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Emily Hestness, J. Randy McGinnis & Wayne Breslyn. (2019) Examining the relationship between middle school students’ sociocultural participation and their ideas about climate change. Environmental Education Research 25:6, pages 912-924.
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Sari Havu-Nuutinen, Sirpa Kärkkäinen & Tuula Keinonen. (2018) Changes in primary school pupils' conceptions of water in the context of Science, Technology, and Society (STS) instruction. International Research in Geographical and Environmental Education 27:2, pages 118-134.
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Jonathon Grooms, Victor Sampson & Barry Golden. (2014) Comparing the Effectiveness of Verification and Inquiry Laboratories in Supporting Undergraduate Science Students in Constructing Arguments Around Socioscientific Issues. International Journal of Science Education 36:9, pages 1412-1433.
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Wolff-Michael Roth. (2014) Personal Health—Personalized Science: A new driver for science education?. International Journal of Science Education 36:9, pages 1434-1456.
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Articles from other publishers (25)

Lida T. Klaver, Juliette H. Walma van der Molen, Patrick H. M. Sins & Laurence J. F. Guérin. (2022) Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes. Journal of Research in Science Teaching 60:5, pages 1125-1161.
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Lida T. Klaver, Patrick H. M. Sins, Juliette H. Walma van der Molen & Laurence J. F. Guérin. (2022) Strengthening science education through attention to student resources: A conceptualization of socioscientific capital. Journal of Research in Science Teaching 60:5, pages 1162-1192.
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Pia Sjöblom, Lili-Ann Wolff, Sari Vuorenpää & Rebecka Grahn. (2022) Primary school students and climate change–an interview study in Finland and Tanzania. Journal of Cleaner Production 380, pages 135099.
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Karel Nepraš, Tereza Strejčková & Roman Kroufek. (2022) Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results. Sustainability 14:22, pages 14913.
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Jiyeong Mun, Mijung Kim & Sung-Won Kim. (2022) How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue. Asia-Pacific Science Education 8:1, pages 43-71.
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Maria Jafari & Anke Meisert. (2019) Activating Students’ Argumentative Resources on Socioscientific Issues by Indirectly Instructed Reasoning and Negotiation Processes. Research in Science Education 51:S2, pages 913-934.
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Ulrika Bossér & Mats Lindahl. (2020) Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching. International Journal of Science and Mathematics Education 19:3, pages 461-482.
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Licui Chen & Sihan Xiao. (2021) Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review. Educational Research Review 32, pages 100377.
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Susanne Rafolt. 2021. Science | Environment | Health. Science | Environment | Health 149 179 .
Ulrika Bossér. (2020) Tema: Samhällsfrågor med naturvetenskapligt innehåll. ATENA Didaktik 2:1.
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Katharine Lee, Nathalia Gjersoe, Saffron O'Neill & Julie Barnett. (2020) Youth perceptions of climate change: A narrative synthesis. WIREs Climate Change 11:3.
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Amy Wilson‐Lopez, Ashley R. Strong, Christina M. Hartman, Jared Garlick, Karen H. Washburn, Angela Minichiello, Sandra Weingart & Jorge Acosta‐Feliz. (2020) A systematic review of argumentation related to the engineering‐designed world. Journal of Engineering Education 109:2, pages 281-306.
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Albert Zeyer & Justin Dillon. (2019) Science|Environment|Health – the emergence of a new pedagogy of complex living systems. Disciplinary and Interdisciplinary Science Education Research 1:1.
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Alice Deignan, Elena Semino & Shirley-Anne Paul. (2019) Metaphors of Climate Science in Three Genres: Research Articles, Educational Texts, and Secondary School Student Talk. Applied Linguistics 40:2, pages 379-403.
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Ulrika Bossér & Mats Lindahl. (2017) Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context. Research in Science Education 49:2, pages 371-390.
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Jens Benninghaus, Andreas Mühling, Kerstin Kremer & Sandra Sprenger. (2019) Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 11:3, pages 722.
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Catherine Walker. 2019. Global Childhoods beyond the North-South Divide. Global Childhoods beyond the North-South Divide 207 229 .
Malin IdelandMalin Ideland. 2019. The Eco-Certified Child. The Eco-Certified Child 107 127 .
Bae Jin Ho & 박유진. (2018) The Correlation between Elementary School Students' Plant Familiarity and Perception, Attitude of Climate Change. Jounral of Energy and Climate Change Education 8:2, pages 79-86.
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Tamara Pérez Nieto & F. Javier Perales Palacios. (2018) El cambio climático visto desde internet: una evaluación de su contenido y mensaje. Estudios sobre el Mensaje Periodístico 24:2, pages 1507-1524.
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Maria Ojala. (2017) Hope and anticipation in education for a sustainable future. Futures 94, pages 76-84.
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Catherine Walker. (2017) Tomorrow's Leaders and Today's Agents of Change? Children, Sustainability Education and Environmental Governance. Children & Society 31:1, pages 72-83.
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Rachel A. Yoho & Binaben H. Vanmali. (2016) Controversy in Biology Classrooms—Citizen Science Approaches to Evolution and Applications to Climate Change Discussions. Journal of Microbiology & Biology Education 17:1, pages 110-114.
Crossref
Maria Ojala. 2016. Geographies of Global Issues: Change and Threat. Geographies of Global Issues: Change and Threat 329 346 .
Maria Ojala. 2016. Geographies of Global Issues: Change and Threat. Geographies of Global Issues: Change and Threat 1 19 .

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