Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 7 Sayı: 3, 220 - 242, 01.07.2021
https://doi.org/10.21891/jeseh.961002

Öz

Kaynakça

  • Allen, B (2003). Uneasy Alchemy: Citizens and Experts in Louisiana’s Chemical Corridor Dispute. Cambridge: MIT Press.
  • American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: American Association for the Advancement of Science.
  • Annear, S. (2014). Environmentalists: Stay the ‘Frack’ Out of Massachusetts Health advocates are continuing their fight to ban fracking in the Bay State. City Life. Retrieved from https://www.bostonmagazine.com/news/2014/02/20/fracking-massachusetts-protest-letters/
  • Barth-Naftilan E, Sohng J and Saiers J.E. (2018). Methane in groundwater before, during, and after hydraulic fracturing of the Marcellus Shale. Proc Natl Acad. Sci USA, 115:6970–6975.
  • Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/ visions for a sustainable future. Research in Science Education, 42, 129–148.
  • Birmingham, D., & Barton, A. C. (2014). Putting on a green carnival: Youth taking educated action on socioscientifc issues. Journal of Research in Science Teaching, 51(3), 286–314.
  • Bryant BI, Mohai P. (1992). Race and the Incidence of Environmental Hazards. Boulder, CO: Westview Press
  • Bullard RD, Mohai P, Saha R, Wright B. (2008). Toxic wastes and race at twenty: why race still matters after all of these years. Environmental Learning. 38(2):371–411.
  • Campbell, Donald T., and Stanley, J. C. (1966). Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally
  • Carspecken, P. F. (1996). Critical ethnography in educational research. New York: Routledge.
  • Carter, L. (2011). Gathering in Threads in the Insensible Global World: The Wicked Problem of Globalization and Science Education [Editorial]. Cultural Studies of Science Education, 6(1), 1–12.
  • Chokker, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2011). Indian secondary students’ views about global warming: Beliefs about the usefulness of actions and willingness to act. International Journal of Science and Mathematics Education, 9(5), 1167–1188. doi:10.100710763-010-9254-z
  • Colborn T, Kwiatkowski C, Schultz K, Bachran M. Natural gas operations from a public health perspective. Hum Ecol. Risk Assess. 2011;17(5):1039–1056.
  • Cooney, A. (01/13/2019). Protesting the pipeline: In Weymouth, the fight continues. The Patriot Ledger. Retrieved from https://www.patriotledger.com/news/20190112/protesting-pipeline-in-weymouth-fight-continues
  • Cutter, S. (1995). Race, class and environmental justice. Progress in Human Geography. 19, 107-18.
  • Davies T (2018) Toxic space and time: Slow violence, necropolitics, and petrochemical pollution. Annals of the American Association of Geographers, 108(6): 1537–1553.
  • Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socio-scientific issues in high school genetics. Research in Science Education, 40(2), 133–148.
  • Denzin, N., & Lincoln, Y. (2011). The Sage Handbook of Qualitative Research. Thousand Oaks California: SAGE Publications, Inc.
  • Ellsworth, W. L. (2013), Injection-induced earthquakes, Science, 341, 1225924, doi:10.1126/science.1225942.Environmental Protection Agency (2016) Hydraulic Fracturing for Oil and Gas: Impacts from the Hydraulic Fracturing Water Cycle on Drinking Water Resources in the United States (Environmental Protection Agency, Washington, DC), Report EPA/600/R-16/236F.
  • Ferrar KJ, Michanowicz DR, Christen CL, Mulcahy N, Malone SL, Sharma RK. (2013). Assessment of effluent contaminants from three facilities discharging Marcellus Shale wastewater to surface waters in Pennsylvania. Environmental Science Technology. 2013;47(7):3472–3481.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Griffith J, Duncan RC, Riggan WB, Pellom AC. (1989). Cancer mortality in US counties with hazardous waste sites and groundwater pollution. Arch Environ Health. 44(2):69–74.
  • Harvard Graduate School of Education. (2009). Visible Thinking Resource Book Downloaded on May 11, 2020 from http://www.pz.harvard.edu/vt/
  • Hermans, M., & Korhonen, J. (2017). Ninth graders and climate change: Attitudes towards consequences, views on mitigation, and predictors of willingness to act. International Research in Geographical and Environmental Education, 26(3), 223–239. doi:10.1080/10382046.2017.1330035
  • Howley, C., & Harmon, H. (2000). Community as tacit curriculum. In C. Howley & H. Harmon (Eds.), Small high schools that flourish: Rural cases and resources (pp. 61–88). Charleston, WV: AEL, Inc. (ERIC Document Reproduction Service No. 447 998).
  • Howley, A., Howley, C., Burgess, L., & Pusateri, D. (2008). Social class, Amish culture, and an egalitarian ethos: Case study from a rural school serving Amish children. Journal of Research in Rural Education, 23(3), 1–12. Retrieved from http://www.jrre.psu.edu/.
  • Howley, C., & Howley, A. (2010). Poverty and school achievement in rural communities: A social class interpretation. In K. Schafft & A. Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 34–50). University Park, PA: Pennsylvania State University Press.
  • Jasechko, S., & Perrone, D. (2017). Hydraulic fracturing near domestic groundwater wells. Proceedings of the National Academy of Sciences of the United States of America, 114(50), 13,138–13,143.
  • Jennings, N., Swidler, S., & Koliba, C. (2005). Place-based education in the standards-based reform-era: Conflict or complement? American Journal of Education, 112(1), 44–65.
  • Johnston J.E, Werder E, Sebastian D. 2016. Wastewater disposal wells, fracking, and environmental injustice in Southern Texas. Am J Public Health 106(3):550– 556, PMID: 26794166, https://doi.org/10.2105/AJPH.2015.303000.
  • Keehan, C.J. (2018). Lessons from Cancer Alley: How the Clean Air Act Has Failed to Protect Public Health in Southern Louisiana. Colo. Nat. Resources, Energy & Envtl. L. Rev. 29(2): 341-371
  • Klosterman, M.L & Sadler, T.D. (2010). Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction, International Journal of Science Education, 32:8, 1017-1043, DOI: 10.1080/09500690902894512
  • LeCompte, M., & Schensul, J. (1999). Designing & Conducting ethnographic research (Vol. 1). London.
  • Lewicki, J. (1998). Cooperative ecology and place: Development of a pedagogy of place curriculum. Retrieved from http://www.eric.ed.gov/PDFS/ED461461.pdf
  • Louisiana Department of Environmental Quality 1997 Louisiana Toxics Release Inventory Report 1997. Baton Rouge: LEDQ.
  • Lowman A, McDonald MA, Wing S, Muhammad N. (2013). Land application of treated sewage sludge: community health and environmental justice. Environ Health Perspect. 121(5):537–542.
  • Lutz BD, Lewis AN, Doyle MW. Generation, transport, and disposal of wastewater associated with Marcellus Shale gas development. Water Resour. Res. 2013; 49(2):647–656.
  • Mueller, M. P., Zeidler, D. L., & Jenkins, L. L. (2011). Earth’s role in moral reasoning and functional scientific literacy. In J. L. DeVitis & T. Yu (Eds.), Character and moral education: a reader (pp. 382–391). New York: Peter Lang.
  • Mulnix, J.W. & Mulnix, M. J. (2010) Using a Writing Portfolio Project to Teach Critical Thinking Skills, Teaching Philosophy, 33:1, pp. 27–54.
  • National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards, Board on Science Education, National Research Council. Washington, DC: National Academies Press.
  • Norton JM, Wing S, Lipscomb HJ, Kaufman JS, Marshall SW, Cravey AJ. (2007). Race, wealth, and solid waste facilities in North Carolina. Environ Health Perspect. 115(9):1344–1350.
  • Osborn SG, Vengosh A, Warner NR, Jackson RB. (2011). Methane contamination of drinking water accompanying gas-well drilling and hydraulic fracturing. Proc Natl Acad Sci USA 108(20):8172–8176.
  • Powell, W.A., & Fuchs, D. (2019). Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students. In S. Robinson & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 150-176). IGI Global.
  • Ross, C, Rogers, C, & Duff, D. 2016. Critical Ethnography: An Under Used Research Methodology in Neuroscience Nursing. Canadian Journal of Neuroscience Nursing, 38, 1, 4-7.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513–536.
  • Sadler, T. D., Klosterman, M. L., & Topcu, M. S. (2011). Learning science content and socioscientific reasoning through classroom explorations of global climate change. In T. D. Sadler (Ed.), Socio-scientific issues in science classrooms: Teaching, learning, and research (pp. 45–77). The Netherlands: Springer.
  • Sadler, T. D., & Murakami, C. D. (2014). socio-scientific issues-based teaching and learning: Hydrofracturing as an illustrative context of a framework for implementation and research. Brazilian Journal of Research in Science Education, 14(2), 331-342.
  • Sarge, M.A., VanDyke, M.S., King, A.J., White, S.R., 2015. Selective perceptions of hydraulic fracturing: The role of issue support in the evaluation of visual frames. Politics and the Life Sciences, 34 (1), 57-72.
  • Sarkar, S., & Frazier, R. (2008). Place-based investigations and authentic inquiry. The Science Teacher, 75:29–33.
  • Schwandt, T. A. (1997). Qualitative inquiry: A dictionary of terms. Thousand Oaks, CA: Sage.
  • Singer, M. 2011. Down cancer alley: The lived experience of health and environmental suffering in Louisiana’s chemical corridor. Medical Anthropology Quarterly 25 (2):141–63. doi:10.1111/j.1548-1387.2011.01154.x
  • Skamp, K., Boyes, E., & Stanisstreet, M. (2013). Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education, 97, 191–217.
  • Slavin R. E., & Sharan S. (1990). Comprehensive cooperative le¬arning methods: Embedding cooperative learning in the curricu¬lum and school. Cooperative learning: Theory and research. New York: Preston Press.
  • Smyth, W., & Holmes, C. (2005). Using Carspecken’s critical ethnography in nursing research. Contemporary Nurse, 19(1-2), 65–74.
  • Sobel, D. (2004). Place-based education: Connecting classrooms & communities. Orion Society. Nature Literacy Series, No.
  • Stossel, J. (2014, October 1). The Frack Attack [Video]. YouTube. (https://www.youtube.com/watch?v=iILUxumUu40 )
  • Theobald, P. (1997). Teaching the commons: Place, pride, and the renewal of community. Boulder, CO: Westview Press.
  • Thomas, M.J.; Pidgeon, N.F.; Evensen, D.T.; Partridge, T.; Hasell, A.; Enders, C.; Herr-Harthorn, B. Public Perceptions of Shale Gas Operations in the USA and Canada: A Review of Evidence; M4ShaleGas Consortium: Utrecht, The Netherlands, 2016.
  • US Environmental Protection Agency (1992a). Environmental equity: Reducing risk for all communities. Washington, DC: Government Printing Office. EPA Journal 18, 1-64.
  • Vengosh A, Jackson RB, Warner N, Darrah TH, Kondash A. (2014) Acritical review of the risks to water resources from unconventional shale gas development and hydraulic fracturing in the United States. Environ Sci Technol. 48(15):8334–8348.
  • Weiskel, P. W. & Green-Weiskel, L. (12/06/2017). Protecting Western Massachusetts Farms: Down with Fracking and the Kinder Morgan Pipeline. HUFFPOST. Retrieved from https://www.huffpost.com/entry/kinder-morgan-gas-pipeline-fracking_b_5592574
  • What is fracking and why is it controversial? (2018). Downloaded on January 5, 2019, at(http://www.bbc.com/news/uk-14432401).
  • Yap, S. F. (2014). Beliefs, values, ethics, and moral reasoning in socio-scientific education. Issues in Educational Research, 24 (3), 299-319.
  • Yuan Z, Gardoni P, Schubert J, Teodoriu C. (2013). Cement failure probability analysis in water injection well. J Petrol Sci Eng. 107:45–49.
  • Zeidler, D.L. & Kahn, S. (2014). It’s debatable! Using socioscientific issues to develop scientific literacy, K-12. Arlington, VA: NSTA Press.

Effects of Place-Based Socioscientific Issues on Rising Middle School Students’ Evidence-Based Reasoning and Critical Thinking on Hydraulic Fracking

Yıl 2021, Cilt: 7 Sayı: 3, 220 - 242, 01.07.2021
https://doi.org/10.21891/jeseh.961002

Öz

This study investigated the implementation of a place-based socioscientific issue curricular unit designed to improve rising middle school students’ abilities to think critically about the pros and cons of hydraulic fracturing and engage in evidence-based reasoning on whether the practice should be banned in Massachusetts. Forty-three rising middle school students from a summer enrichment program for science, mathematics, reading and writing operated by a non-profit organization in the northeastern United States participated in this study. The instructional unit exposed the students to information and activities on hydraulic fracturing for five consecutive days (50 minutes each day). The findings from this study showed that through productive socioscientific issues pedagogy, the students used the evidence collected from their investigation to engage in evidence-based reasoning about the cost and benefits of hydraulic fracturing on the public health, economy, and the environment. The students used their understanding of the science and engineering practices to construct valid arguments on whether or not hydraulic fracturing should be allowed in their state. The results further indicate that the use of socioscientific issues as a critical pedagogical strategy can equip students with the skills necessary for them to become better advocates for themselves and their communities.

Kaynakça

  • Allen, B (2003). Uneasy Alchemy: Citizens and Experts in Louisiana’s Chemical Corridor Dispute. Cambridge: MIT Press.
  • American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC: American Association for the Advancement of Science.
  • Annear, S. (2014). Environmentalists: Stay the ‘Frack’ Out of Massachusetts Health advocates are continuing their fight to ban fracking in the Bay State. City Life. Retrieved from https://www.bostonmagazine.com/news/2014/02/20/fracking-massachusetts-protest-letters/
  • Barth-Naftilan E, Sohng J and Saiers J.E. (2018). Methane in groundwater before, during, and after hydraulic fracturing of the Marcellus Shale. Proc Natl Acad. Sci USA, 115:6970–6975.
  • Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/ visions for a sustainable future. Research in Science Education, 42, 129–148.
  • Birmingham, D., & Barton, A. C. (2014). Putting on a green carnival: Youth taking educated action on socioscientifc issues. Journal of Research in Science Teaching, 51(3), 286–314.
  • Bryant BI, Mohai P. (1992). Race and the Incidence of Environmental Hazards. Boulder, CO: Westview Press
  • Bullard RD, Mohai P, Saha R, Wright B. (2008). Toxic wastes and race at twenty: why race still matters after all of these years. Environmental Learning. 38(2):371–411.
  • Campbell, Donald T., and Stanley, J. C. (1966). Experimental and Quasi-Experimental Designs for Research. Chicago: Rand McNally
  • Carspecken, P. F. (1996). Critical ethnography in educational research. New York: Routledge.
  • Carter, L. (2011). Gathering in Threads in the Insensible Global World: The Wicked Problem of Globalization and Science Education [Editorial]. Cultural Studies of Science Education, 6(1), 1–12.
  • Chokker, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2011). Indian secondary students’ views about global warming: Beliefs about the usefulness of actions and willingness to act. International Journal of Science and Mathematics Education, 9(5), 1167–1188. doi:10.100710763-010-9254-z
  • Colborn T, Kwiatkowski C, Schultz K, Bachran M. Natural gas operations from a public health perspective. Hum Ecol. Risk Assess. 2011;17(5):1039–1056.
  • Cooney, A. (01/13/2019). Protesting the pipeline: In Weymouth, the fight continues. The Patriot Ledger. Retrieved from https://www.patriotledger.com/news/20190112/protesting-pipeline-in-weymouth-fight-continues
  • Cutter, S. (1995). Race, class and environmental justice. Progress in Human Geography. 19, 107-18.
  • Davies T (2018) Toxic space and time: Slow violence, necropolitics, and petrochemical pollution. Annals of the American Association of Geographers, 108(6): 1537–1553.
  • Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socio-scientific issues in high school genetics. Research in Science Education, 40(2), 133–148.
  • Denzin, N., & Lincoln, Y. (2011). The Sage Handbook of Qualitative Research. Thousand Oaks California: SAGE Publications, Inc.
  • Ellsworth, W. L. (2013), Injection-induced earthquakes, Science, 341, 1225924, doi:10.1126/science.1225942.Environmental Protection Agency (2016) Hydraulic Fracturing for Oil and Gas: Impacts from the Hydraulic Fracturing Water Cycle on Drinking Water Resources in the United States (Environmental Protection Agency, Washington, DC), Report EPA/600/R-16/236F.
  • Ferrar KJ, Michanowicz DR, Christen CL, Mulcahy N, Malone SL, Sharma RK. (2013). Assessment of effluent contaminants from three facilities discharging Marcellus Shale wastewater to surface waters in Pennsylvania. Environmental Science Technology. 2013;47(7):3472–3481.
  • Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Griffith J, Duncan RC, Riggan WB, Pellom AC. (1989). Cancer mortality in US counties with hazardous waste sites and groundwater pollution. Arch Environ Health. 44(2):69–74.
  • Harvard Graduate School of Education. (2009). Visible Thinking Resource Book Downloaded on May 11, 2020 from http://www.pz.harvard.edu/vt/
  • Hermans, M., & Korhonen, J. (2017). Ninth graders and climate change: Attitudes towards consequences, views on mitigation, and predictors of willingness to act. International Research in Geographical and Environmental Education, 26(3), 223–239. doi:10.1080/10382046.2017.1330035
  • Howley, C., & Harmon, H. (2000). Community as tacit curriculum. In C. Howley & H. Harmon (Eds.), Small high schools that flourish: Rural cases and resources (pp. 61–88). Charleston, WV: AEL, Inc. (ERIC Document Reproduction Service No. 447 998).
  • Howley, A., Howley, C., Burgess, L., & Pusateri, D. (2008). Social class, Amish culture, and an egalitarian ethos: Case study from a rural school serving Amish children. Journal of Research in Rural Education, 23(3), 1–12. Retrieved from http://www.jrre.psu.edu/.
  • Howley, C., & Howley, A. (2010). Poverty and school achievement in rural communities: A social class interpretation. In K. Schafft & A. Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 34–50). University Park, PA: Pennsylvania State University Press.
  • Jasechko, S., & Perrone, D. (2017). Hydraulic fracturing near domestic groundwater wells. Proceedings of the National Academy of Sciences of the United States of America, 114(50), 13,138–13,143.
  • Jennings, N., Swidler, S., & Koliba, C. (2005). Place-based education in the standards-based reform-era: Conflict or complement? American Journal of Education, 112(1), 44–65.
  • Johnston J.E, Werder E, Sebastian D. 2016. Wastewater disposal wells, fracking, and environmental injustice in Southern Texas. Am J Public Health 106(3):550– 556, PMID: 26794166, https://doi.org/10.2105/AJPH.2015.303000.
  • Keehan, C.J. (2018). Lessons from Cancer Alley: How the Clean Air Act Has Failed to Protect Public Health in Southern Louisiana. Colo. Nat. Resources, Energy & Envtl. L. Rev. 29(2): 341-371
  • Klosterman, M.L & Sadler, T.D. (2010). Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction, International Journal of Science Education, 32:8, 1017-1043, DOI: 10.1080/09500690902894512
  • LeCompte, M., & Schensul, J. (1999). Designing & Conducting ethnographic research (Vol. 1). London.
  • Lewicki, J. (1998). Cooperative ecology and place: Development of a pedagogy of place curriculum. Retrieved from http://www.eric.ed.gov/PDFS/ED461461.pdf
  • Louisiana Department of Environmental Quality 1997 Louisiana Toxics Release Inventory Report 1997. Baton Rouge: LEDQ.
  • Lowman A, McDonald MA, Wing S, Muhammad N. (2013). Land application of treated sewage sludge: community health and environmental justice. Environ Health Perspect. 121(5):537–542.
  • Lutz BD, Lewis AN, Doyle MW. Generation, transport, and disposal of wastewater associated with Marcellus Shale gas development. Water Resour. Res. 2013; 49(2):647–656.
  • Mueller, M. P., Zeidler, D. L., & Jenkins, L. L. (2011). Earth’s role in moral reasoning and functional scientific literacy. In J. L. DeVitis & T. Yu (Eds.), Character and moral education: a reader (pp. 382–391). New York: Peter Lang.
  • Mulnix, J.W. & Mulnix, M. J. (2010) Using a Writing Portfolio Project to Teach Critical Thinking Skills, Teaching Philosophy, 33:1, pp. 27–54.
  • National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on Conceptual Framework for the New K-12 Science Education Standards, Board on Science Education, National Research Council. Washington, DC: National Academies Press.
  • Norton JM, Wing S, Lipscomb HJ, Kaufman JS, Marshall SW, Cravey AJ. (2007). Race, wealth, and solid waste facilities in North Carolina. Environ Health Perspect. 115(9):1344–1350.
  • Osborn SG, Vengosh A, Warner NR, Jackson RB. (2011). Methane contamination of drinking water accompanying gas-well drilling and hydraulic fracturing. Proc Natl Acad Sci USA 108(20):8172–8176.
  • Powell, W.A., & Fuchs, D. (2019). Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students. In S. Robinson & V. Knight (Eds.), Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 150-176). IGI Global.
  • Ross, C, Rogers, C, & Duff, D. 2016. Critical Ethnography: An Under Used Research Methodology in Neuroscience Nursing. Canadian Journal of Neuroscience Nursing, 38, 1, 4-7.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513–536.
  • Sadler, T. D., Klosterman, M. L., & Topcu, M. S. (2011). Learning science content and socioscientific reasoning through classroom explorations of global climate change. In T. D. Sadler (Ed.), Socio-scientific issues in science classrooms: Teaching, learning, and research (pp. 45–77). The Netherlands: Springer.
  • Sadler, T. D., & Murakami, C. D. (2014). socio-scientific issues-based teaching and learning: Hydrofracturing as an illustrative context of a framework for implementation and research. Brazilian Journal of Research in Science Education, 14(2), 331-342.
  • Sarge, M.A., VanDyke, M.S., King, A.J., White, S.R., 2015. Selective perceptions of hydraulic fracturing: The role of issue support in the evaluation of visual frames. Politics and the Life Sciences, 34 (1), 57-72.
  • Sarkar, S., & Frazier, R. (2008). Place-based investigations and authentic inquiry. The Science Teacher, 75:29–33.
  • Schwandt, T. A. (1997). Qualitative inquiry: A dictionary of terms. Thousand Oaks, CA: Sage.
  • Singer, M. 2011. Down cancer alley: The lived experience of health and environmental suffering in Louisiana’s chemical corridor. Medical Anthropology Quarterly 25 (2):141–63. doi:10.1111/j.1548-1387.2011.01154.x
  • Skamp, K., Boyes, E., & Stanisstreet, M. (2013). Beliefs and willingness to act about global warming: Where to focus science pedagogy? Science Education, 97, 191–217.
  • Slavin R. E., & Sharan S. (1990). Comprehensive cooperative le¬arning methods: Embedding cooperative learning in the curricu¬lum and school. Cooperative learning: Theory and research. New York: Preston Press.
  • Smyth, W., & Holmes, C. (2005). Using Carspecken’s critical ethnography in nursing research. Contemporary Nurse, 19(1-2), 65–74.
  • Sobel, D. (2004). Place-based education: Connecting classrooms & communities. Orion Society. Nature Literacy Series, No.
  • Stossel, J. (2014, October 1). The Frack Attack [Video]. YouTube. (https://www.youtube.com/watch?v=iILUxumUu40 )
  • Theobald, P. (1997). Teaching the commons: Place, pride, and the renewal of community. Boulder, CO: Westview Press.
  • Thomas, M.J.; Pidgeon, N.F.; Evensen, D.T.; Partridge, T.; Hasell, A.; Enders, C.; Herr-Harthorn, B. Public Perceptions of Shale Gas Operations in the USA and Canada: A Review of Evidence; M4ShaleGas Consortium: Utrecht, The Netherlands, 2016.
  • US Environmental Protection Agency (1992a). Environmental equity: Reducing risk for all communities. Washington, DC: Government Printing Office. EPA Journal 18, 1-64.
  • Vengosh A, Jackson RB, Warner N, Darrah TH, Kondash A. (2014) Acritical review of the risks to water resources from unconventional shale gas development and hydraulic fracturing in the United States. Environ Sci Technol. 48(15):8334–8348.
  • Weiskel, P. W. & Green-Weiskel, L. (12/06/2017). Protecting Western Massachusetts Farms: Down with Fracking and the Kinder Morgan Pipeline. HUFFPOST. Retrieved from https://www.huffpost.com/entry/kinder-morgan-gas-pipeline-fracking_b_5592574
  • What is fracking and why is it controversial? (2018). Downloaded on January 5, 2019, at(http://www.bbc.com/news/uk-14432401).
  • Yap, S. F. (2014). Beliefs, values, ethics, and moral reasoning in socio-scientific education. Issues in Educational Research, 24 (3), 299-319.
  • Yuan Z, Gardoni P, Schubert J, Teodoriu C. (2013). Cement failure probability analysis in water injection well. J Petrol Sci Eng. 107:45–49.
  • Zeidler, D.L. & Kahn, S. (2014). It’s debatable! Using socioscientific issues to develop scientific literacy, K-12. Arlington, VA: NSTA Press.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Articles
Yazarlar

Wardell POWELL

Yayımlanma Tarihi 1 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 3

Kaynak Göster

APA POWELL, W. (2021). Effects of Place-Based Socioscientific Issues on Rising Middle School Students’ Evidence-Based Reasoning and Critical Thinking on Hydraulic Fracking. Journal of Education in Science Environment and Health, 7(3), 220-242. https://doi.org/10.21891/jeseh.961002