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ERIC Number: EJ1139537
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0163-853X
Thinking about Global Warming: Effect of Policy-Related Documents and Prompts on Learning about Causes of Climate Change
Blaum, Dylan; Griffin, Thomas D.; Wiley, Jennifer; Britt, M. Anne
Discourse Processes: A multidisciplinary journal, v54 n4 p303-316 2017
We examined students' understanding of the causes of a scientific phenomenon from a multiple-document-inquiry unit. Students read several documents that each described causal factors that could be integrated to address the given writing task of explaining the causes of change in average global temperature. We manipulated whether the document set included a document that took a position on climate change policies and whether a reading/writing prompt focused only on understanding the causes ("explain how and why recent temperature changes are occurring") or also included a solution-related addendum ("and what we can do about it"). The results suggest that including a policy-related document can lead to poorer learning outcomes for the causes of climate change, with evidence that students focused on policy in lieu of, rather than in relation to, a causal understanding of the issue.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100007