ERIC Number: EJ1056439
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Learning Progressions & Climate Change
Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.
American Biology Teacher, v77 n4 p232-238 Apr 2015
Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding commensurate with that called for in the "Next Generation Science Standards." The learning-progression research shows how most students fall short of being able to trace matter and energy through carbon-transforming processes such as photosynthesis, respiration, and combustion that are at the center of analyses of energy use and global climate change. We discuss the more typical types of understanding that students develop and their implications for teaching.
Descriptors: Science Instruction, Climate, High School Students, Secondary School Science, Science Achievement, Scientific Concepts, Knowledge Level, Energy, Interviews, Middle School Students, Elementary School Students, Comprehension, Concept Formation, Science Process Skills, Thinking Skills
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: email@example.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Middle Schools; Junior High Schools; Elementary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: NSF 0815993; NSF 0832173; DRL 1020187; DRL-1020176