Literaturnachweis - Detailanzeige
Autor/inn/en | Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W. |
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Titel | Learning Progressions & Climate Change |
Quelle | In: American Biology Teacher, 77 (2015) 4, S.232-238 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-7685 |
Schlagwörter | Science Instruction; Climate; High School Students; Secondary School Science; Science Achievement; Scientific Concepts; Knowledge Level; Energy; Interviews; Middle School Students; Elementary School Students; Comprehension; Concept Formation; Science Process Skills; Thinking Skills Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Energie; Interviewing; Interviewtechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Verstehen; Verständnis; Concept learning; Begriffsbildung; Denkfähigkeit |
Abstract | Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding commensurate with that called for in the "Next Generation Science Standards." The learning-progression research shows how most students fall short of being able to trace matter and energy through carbon-transforming processes such as photosynthesis, respiration, and combustion that are at the center of analyses of energy use and global climate change. We discuss the more typical types of understanding that students develop and their implications for teaching. (As Provided). |
Anmerkungen | University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |