The scientific and technological issues surrounding environmental problems exemplify why teaching scientific literacy is so vital to environmental science courses. In this paper, the authors analyze some of the strategies that instructors of an environmental science class employed to foster students’ critical-thinking skills and increase their science literacy, citing the benefits and weaknesses of the approach.
Details
Type Journal ArticlePub Date 11/1/1999Stock # jcst99_029_02_105Volume 029Issue 02