Andrew Abstract

Abstract Climate change science is a topic of great importance to todays’ students and their future. Yet, this topic is often taught inaccurately or not at all in American high schools. It is important that American students learn the basics of climate change science and develop a positive attitude to the science as well. This quasi experimental study will examine if an inquiry-based approach to teaching climate change science is superior to a traditional approach in effecting student attitudes toward climate change science as well as developing an accurate knowledge base. Data will be collected from ~100 college preparatory ninth grade environmental science students. Approximately half of the students will be taught climate change using an inquiry approach and the other half will be taught using a traditional approach. Each group of students will be administered pre

Commented [AA1]: Indicate the duration of the study

and post test attitudinal surveys as well as pre and posttests of knowledge. The data will be analyzed usingthrough an independent T-test using the SPSS statistical softwareand a, independent T-test.. The researcher will determine if a statistically significant difference between the two groups exists for attitude toward and knowledge of climate change science. Key Words: inquiry teaching, climate change

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