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ERIC Number: EJ1138768
Record Type: Journal
Publication Date: 2017-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-0021-9584
Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning
Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy
Journal of Chemical Education, v94 n4 p407-417 Apr 2017
Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to electromagnetic radiation and gases can be taught using an understanding of climate change and how greenhouse gases work. However, it would be important to know the level of prior knowledge that the students bring to the course and their confidence in that knowledge. Thus, a two-tiered instrument was developed to measure student understanding of climate change, the behavior of gases, and the mechanism of radiative forcing by greenhouse gases. The instrument was implemented iteratively at two institutions to allow for revision and replication. The final form of the instrument may be used in general chemistry classes or interdisciplinary courses to shape and guide instruction.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1022992