Analyzing Language of Climate Change in Sixth Grade Science Textbooks

RomanD Assistant Professor Diego Román examines how climate change is framed in sixth grade science textbooks. He and co-author K.C. Busch from Stanford University conclude that the language used leads to doubts about the scientific occurrence.

Political and public discourse pertaining to climate change goes beyond the impact of scientific discourse, they observe, and there are implications for science education.

To read the abstract and access the paper published in Environmental Education Research, click here.

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