ERIC Number: EJ1160629
Record Type: Journal
Publication Date: 2017-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1450-104X
EISSN: N/A
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.
Descriptors: Science Instruction, Climate, Change, Environmental Education, Interviews, Middle School Students, Student Attitudes, Teaching Methods, Science Tests, Institutional Characteristics, Mixed Methods Research, Grade 6, Grade 8, Observation, Misconceptions
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: http://icaseonline.net
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