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ERIC Number: EJ1330564
Record Type: Journal
Publication Date: 2021-Dec
Pages: 3
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-921X
EISSN: N/A
Available Date: N/A
Enhancing Student Learning of Global Warming through Reflective Writing
Zeng, Liang; Zeng, Guang
Physics Teacher, v59 n9 p706-708 Dec 2021
The National Academy of Science has published studies showing strong scientific evidence that global warming is caused by human consumption of fossil fuels, yet recent surveys have shown young adults in the U.S. are disengaged or disagree with this fact. Accordingly, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) published learning objectives to educate the world population on global warming and renewable energy by 2030. In this paper, we introduce a reflective writing activity physics educators can employ to foster a deeper understanding of global warming in introductory college physics and physical science courses, without overloading their teaching time.
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A