Abstract
ABSTRACT Perspective taking has been identified as a critical skill in the development of scientifically literate citizenry. Despite the importance of the construct, operationalising and identifying effective pedagogical strategies to promote effective perspective taking have proven challenging. This study provides empirical evidence to support the theoretical Humanities, Arts, and Social Sciences model for identifying effective perspective taking interventions in the science classroom. A modified perspective reading and writing intervention was imbedded within a postsecondary environmental science course examining the management of wolves in North America. Participants demonstrated more nuanced abilities to consider various perspectives and identify the complexity of managing wolves in Northern California.
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