<i>The Day After Tomorrow</i> and Daily Weather Briefings: Inquiry-Based Learning of Global Climate and Extreme Weather-Reference-Cited by-同舟云学术

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The Day After Tomorrow and Daily Weather Briefings: Inquiry-Based Learning of Global Climate and Extreme Weather

Published:2023-11-01 Issue:8 Volume:61 Page:687-690
ISSN:0031-921X
Container-title:The Physics Teacher
language:en
Short-container-title:

Author:

Baker David¹^ORCID

Affiliation:

1. Austin College , Sherman, TX; dbaker@austincollege.edu

Publisher

American Association of Physics Teachers (AAPT)

Subject

General Physics and Astronomy,Education

Link

https://pubs.aip.org/aapt/pte/article-pdf/61/8/687/18208958/687_1_5.0137202.pdf

Reference15 articles.

1. Argument-driven inquiry in undergraduate chemistry labs: The impact on students’ conceptual understanding, argument skills, and attitudes toward science;J. Coll. Sci. Teach.,2012

2. National Association of Biology Teachers, “Position statements: Teaching climate change,” https://nabt.org/Position-Statements-Teaching-Climate-Change, accessed Nov. 30, 2022.

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1. The Day After Tomorrow and Daily Weather Briefings: Inquiry-Based Learning of Global Climate and Extreme Weather;The Physics Teacher;2023-11-01

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