Professional Development Design Considerations in Climate Change Education: Teacher Enactment and Student Learning

Autor/inn/en	Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla
Titel	Professional Development Design Considerations in Climate Change Education: Teacher Enactment and Student Learning
Quelle	In: International Journal of Science Education, 40 (2018) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drewes, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1397798
Schlagwörter	Faculty Development; Climate; Science Teachers; Case Studies; Mixed Methods Research; Science Instruction; Outcomes of Education; Grade 6; Middle School Teachers; Middle School Students; Science Achievement + Suchen Sie Ihr Suchwort? Klima; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin
Abstract	Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student's conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01