The Role of Interest in Climate Change Instruction

Autor/inn/en	Carman, Jennifer; Zint, Michaela; Burkett, Erin; Ibáñez, Inés
Titel	The Role of Interest in Climate Change Instruction
Quelle	In: Science Education, 105 (2021) 2, S.309-352 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carman, Jennifer) ORCID (Zint, Michaela) ORCID (Ibáñez, Inés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21610
Schlagwörter	Climate; Change; Science Instruction; Middle School Students; Knowledge Level; Student Interests; Mathematical Models; Prediction; Natural Resources; Forestry; Intervention; Program Effectiveness; Beliefs; Self Efficacy; Correlation; Ecology + Suchen Sie Ihr Suchwort? Klima; Wandel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Studieninteresse; Mathematical model; Mathematisches Modell; Vorhersage; Natural Ressource; Natürliche Ressource; Forstwissenschaft; Waldwirtschaft; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Korrelation; Ökologie
Abstract	As climate change becomes an increasingly important topic for science educators, it is critical to learn how teachers may be able to increase students' knowledge about it. We conducted two consecutive quasi-experimental studies that investigated the role of interest in predicting middle school students' knowledge gains from a unit about how scientists use mathematical models to predict climate change's impacts on forests. The studies measured the intervention's effects on students' knowledge about climate change and examined how their interest in the topic and related factors were associated with their knowledge before and after the intervention. Participants in the two studies included 467 treatment and 177 comparison group students (Study 1) and 363 treatment and 219 comparison group students (Study 2). Multilevel modeling analyses revealed increases in students' knowledge about climate change after participating in the unit. Path modeling analyses showed that students' interest in climate change was indirectly related to their knowledge about climate change, mediated by students' existing desire to learn more, their interest in the unit, their belief that climate change was important (Studies 1 and 2), as well as their behavioral self-efficacy (Study 2). Students' interest in science was positively associated with their knowledge about climate change (Study 1) but their perception of threats posed by climate change was not (Study 2). Findings suggest that science educators can improve students' knowledge about climate change by connecting the topic to students' lives and ensuring they feel empowered to act on climate change. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01