Data-based argumentation tasks in the context of climate change and primary students’ reported self-efficacy growth in climate change-related discourse participation
DOI:
https://doi.org/10.52041/iase25.133Abstract
Education for sustainable development should enable citizens to take part in social discourses and decision-making through argumentation in favour of the protection of resources. As misinterpretations of statistical data are often part of sustainability-related discourses, the mathematics classroom should empower future citizens by building up competence in data-based argumentation as well as fostering self-efficacy necessary for responding to misinterpretations of data and actively participating in sustainability-related discourses. However, empirical research about the role of data-based argumentation for self-efficacy in taking part in climate-related discourses is scarce, especially for young learners. This study responds to this research need: 86 primary students took part in a survey in which they were asked to comment on incorrect interpretations of climate-related data and to justify their answers. These stimuli showed impacts on students’ reported self-efficacy growth with respect to argumentational participation in climate change-related discourse.References
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