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ERIC Number: EJ1160629
Record Type: Journal
Publication Date: 2017-Sep
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1450-104X
Development of an Empirically-Based Conditional Learning Progression for Climate Change
Breslyn, Wayne; Drewes, Andrea; McGinnis, J. Randy; Hestness, Emily; Mouza, Chrystalla
Science Education International, v28 n3 p214-223 Sep 2017
Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and in-depth interviews (n = 27) with middle school students. We examined learners understanding of four dimensions of climate change: The role of human activity, mechanism, impacts, and adaptation and mitigation. Findings were synthesized into a first step empirically supported LP for climate change that described a path from an initial to a sophisticated understanding of climate change.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1043262; 1239758