Primary School Student Teachers' Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis

Autor/inn/en	Ratinen, Ilkka; Viiri, Jouni; Lehesvuori, Sami
Titel	Primary School Student Teachers' Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis
Quelle	In: Research in Science Education, 43 (2013) 5, S.1801-1823 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9329-7
Schlagwörter	Elementary School Students; Concept Mapping; Climate; Scientific Concepts; Teaching Methods; Classroom Communication; Science Instruction; Inquiry; Physics; Chemistry; Biology; Geography; Freehand Drawing; Essays; Student Teachers; Discourse Analysis; Student Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Concept Map; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Chemie; Biologie; Geografie; Drawing; Zeichnen; Essay; Aufsatzunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Diskursanalyse; Schülerverhalten
Abstract	Climate change is a complex environmental problem that can be used to examine students' understanding, gained through classroom communication, of climate change and its interactions. The present study examines a series of four science sessions given to a group of primary school student teachers (n?=?20). This includes analysis of the communication styles used and the students' pre- and post-conceptualisation of climate change based on results obtained via essay writing and drawings. The essays and drawings concerned the students' unprompted pre- and post-conceptions about climate change, collected before and after each of the four inquiry-based science sessions (in physics, chemistry, biology and geography). Concept mapping was used in the analysis of the students' responses. The communication used in the four sessions was analysed with a communicative approach in order to find out the discussion about climate change between teacher and students. The analyses indicated that the students did not have the knowledge or the courage to participate in discussion, but post-conceptualisation map showed that students' thinking had become more coherent after the four sessions. Given the results of the present study, proposals for using concepts maps and/or communication analysis in studying students' conceptions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10