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This study examines online interactions among 141 high school students in Norway, China, New Zealand, and the United States. Students discuss adapted versions of seminal scientific studies with facilitative support from seven scientists. Findings trace evidence-based reasoning and highlight how expert invitations shape students’ consideration of complex sociopolitical and economic positions, suggesting dialogue can strengthen classroom science communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dialogic-action-in-climate-change-discussions-an-international-study-of-high-school-students/600782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dialogic-action-in-climate-change-discussions-an-international-study-of-high-school-students/600782.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about climate change discussions?","Question",{"text":112,"@type":113},"The study explores online interactions among high school students discussing climate change, focusing on dialogic action and how students engage with evidence-based reasoning in facilitated discussions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did students participate in the learning activities?",{"text":117,"@type":113},"Students joined classroom-based and asynchronous online discussions using adapted versions of seminal scientific studies, supported by seven scientists across different fields.",{"name":119,"@type":110,"acceptedAnswer":120},"What key finding connects expert questions to student reasoning?",{"text":121,"@type":113},"The research found that open-ended invitations from scientific experts were followed by student acknowledgement and consideration of complex, sometimes conflicting sociopolitical and economic positions related to climate change.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600782,1792231576,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","ISSN: 2325-3290 (online)  \nDialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States   \nDiana J. Arya  \nUniversity of California, Santa Barbara  \nJessica K. Parker  \nSonoma State University  \nAbstract  \nGlobal efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). This study is an exploration of the online interactions in an international social network of high school students residing in Norway, China, New Zealand and the United States (N=141). Students participated in classroom-based and asynchronous online discussions about adapted versions of seminal scientific studies with facilitative support from seven scientists across various fields. Grounded in a language-in-use frame for investigating facilitation and demonstrations of problem-based and evidence-based reasoning (Kelly & Chen, 1999), we traced the varied questions, assertions, and evidentiary sources within student-led online discussions. We found that questions from scientific experts in the form of unconstrained, open-ended invitations for exploration were followed by students’ acknowledgement and consideration of complex and, at times, conflicting sociopolitical and economic positions about climate change issues. These findings suggest that broadening science classroom discussions to include socially relevant, unsolved issues like climate change could open potential entry points for a dialogic approach that fosters a scientific community in the classroom.  \nKey Words: Science education, digital literacy, dialogic practices  \nDiana J. Arya is currently an assistant professor at the University of California, Santa Barbara. Her research interests include digital literacy practices and fostering collaborative learning and discussions among adolescent students from various cultural backgrounds.  \nJessica K. Parker is associate professor in the School of Education at Sonoma State University. Parker studies how secondary schools integrate multimedia literacy into academic literacy learning. Her areas of emphasis include new literacies, educational technology, new media studies, and gender studies.  \n􀁗􀁗􀁘  \nIntroduction  \nAt this potentially critical moment for human civilization, it is imperative that people, organizations, and governments be given the resources they need to participate in constructive civic, commercial, and personal  \ndecision-making about climate change risks and solutions. (Bowman et al. , 2010)  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj](DOI: 10.5195/dpj).2015.53 | Vol. 3 (2015)  \nA131  \nDialogue with the people is radically necessary to every authentic revolution. (Freire, 1970 , p. 128.)  \nThe United Nations Educational, Scientific and Cultural Organization (UNESCO) has claimed the past ten years as the “Decade of Education for Sustainable Development” (DESD) in efforts to elevate the issues of long-term, environmental sustainability in learning communities all around the world (Buckler & Creech, 2014; Wals, 2012) . Moving beyond notions of education as teaching knowledge and principles, the DESD framework for classroom learning emphasizes the need for teachers to foster student engagement in “the complexities, controversies and inequities rising out of issues relevant to environment, natural heritage, culture, society and economy” (Wals, p. 12) . This framework aligns with the“excerpted messages” above; real changes in the ways that people think about and act on the Earth’s changing climate and available natural resources requires an open dialogue that is inclusive of varying sources of knowledge and experience. Climate change scientists like Bowman et al. (2010) d","cbCaitDmVDGlCQva","https://ap.wps.com/l/cbCaitDmVDGlCQva","pdf",819125,27,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study investigate about climate change discussions?\",\"answer\":\"The study explores online interactions among high school students discussing climate change, focusing on dialogic action and how students engage with evidence-based reasoning in facilitated discussions.\"},{\"question\":\"How did students participate in the learning activities?\",\"answer\":\"Students joined classroom-based and asynchronous online discussions using adapted versions of seminal scientific studies, supported by seven scientists across different fields.\"},{\"question\":\"What key finding connects expert questions to student reasoning?\",\"answer\":\"The research found that open-ended invitations from scientific experts were followed by student acknowledgement and consideration of complex, sometimes conflicting sociopolitical and economic positions related to climate change.\"}]","Dialogic action in climate change discussions - An international study of high school students | PDF",1792091370,68]