Effectively engaging with climate skeptics

Jessica Kleiss, On the Cutting Edge

In this activity, students select an argument of a climate skeptic, research it, and write up a mock dialog that portrays a back-and-forth discussion between the skeptic and a non-skeptic, while presenting a scientific argument that counters the false claim.

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Notes from our reviewers

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Educator should emphasize to students that the simulated discourse be respectful and constructive. It may be tempting to negatively stereotype those who oppose climate science, but that approach only widens the gap between the two sides. For example, the dialog could include questions that the students could ask the skeptics so that they could try to understand each other's underlying concerns, rather than steamrolling over each other. Read more about this topic in a CLEAN workshop summary [link http://cleanet.org/clean/community/workshops/communication2012/synthesis.html 'Teaching Climate Controversies']. Teaching students how to respond to skeptics' arguments is an important part of helping them thoroughly understand and engage with climate science. This activity could be adapted to work in pairs, can be acted out loud, or could be posted online. Developer suggests using this activity at the end of an introductory climate science course.
Resource challenges students to identify an apparently valid climate skeptic's argument against global warming/climate change and simulate a discussion in which the skeptic's argument is countered with scientific evidence and data. Comments from expert scientist: Scientific strengths: - lets students explore a wide variety of climate change concepts - invokes students to use graphics to explain climate change Suggestions: - This could very easily be turned into a media-based opinion piece. I think it's really important that students find sources that are rooted in credibility - I think the motivation of this activity is very clear but direction on the execution of the activity is lacking a bit of clarity. Maybe students should be initially directed to a list of the 'contrarian arguments' about climate change to pick from, otherwise students will pick very vague climate change issues to talk about. The student example helps a lot.
Activity is structured as a (web) research and writing assignment, with the writing assignment documenting a simulated debate. Students also reflect on the overall process and what they learned from it. Other resources can be used in place or in addition to the ones provided (some are somewhat old) in the activity. The pedagogic notations about making sure students are respectful and the usefulness of where these arguments come from is important.