Document Type

Article

Publication Date

1-2015

Publication Title

Cultural Studies of Science Education

Publisher

Springer Netherlands

Abstract

This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.

Comments

This manuscript has been published in the journal Cultural Studies of Science Education. Please find the published version here (note that a subscription is necessary to access this version):

http://link.springer.com/article/10.1007/s11422-014-9657-1/fulltext.html

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