Using inquiry-based dialogues to explore controversial climate change issues with secondary students
An example from Norway
Bibliographic Data
| ID | 8856924 |
|---|---|
| Authors | Lisa Steffensen (0000-0001-7844-4865, Western Norway University of Applied Sciences, corresponding author), Marit Johnsen-Høines (Western Norway University of Applied Sciences), Kjellrun Hiis Hauge (0000-0002-8809-6347, Western Norway University of Applied Sciences) |
| Year | 2022 |
| Volume | 55 |
| Issue | 10 |
| Pages | 1181-1192 |
| Publication date | 2022-11-11 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2022.2144221 |
| OpenAlex | W4308808673 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students’ development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students’ agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others’ viewpoints. Central theoretical perspectives include inquiry-based dialogues and students’ lived democracy. This research draws on data from a classroom activity where 15–16-year-old students in Norway investigate controversial issues related to electrifying offshore oil platforms. The students are in a learning situation, and the teacher wants them to learn about climate change and the oil industry and the skills and attitudes needed to participate in inquiry-based dialogues. The dialogues show that students bring knowledge, opinions and attitudes from outside school, characteristics that are crucial for students’ engagement. We discuss how teachers can facilitate students’ further engagement by addressing multiple aims of inquiry-based dialogues
Active listening · Agency (philosophy · Argumentation theory · Democracy · Environmental education · Epistemology · Pedagogy · Political science · Politics · Social science · Sociology · Student engagement · Viewpoints · Climate Change Communication and Perception · Education and Critical Thinking Development · Environmental Education and Sustainability · Psychology
Controversy in the Classroom
The Political Classroom
Climate anxiety in children and young people and their beliefs about government responses to climate change
Why We Disagree about Climate Change
Young Norwegians and their views on climate change and the future
Facilitating democratic processes for sustainability
Verbalizing a Political Act
Qualitative Quality
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |