Understanding and Responding to Challenges Students Face When Engaging in Carbon Cycle Pool-and-Flux Reasoning

Autor/inn/en	Covitt, Beth A.; Parker, Joyce M.; Kohn, Craig; Lee, May; Lin, Qinyun; Anderson, Charles W.
Titel	Understanding and Responding to Challenges Students Face When Engaging in Carbon Cycle Pool-and-Flux Reasoning
Quelle	In: Journal of Environmental Education, 52 (2020) 2, S.98-117 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Covitt, Beth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2020.1847882
Schlagwörter	Environmental Education; Teaching Methods; Correlation; Heuristics; Intervention; Thinking Skills; Abstract Reasoning; Scaffolding (Teaching Technique); Climate; Knowledge Level; Secondary School Students; Goal Orientation; Student Improvement; Learning Processes; Fuels; Faculty Development; Units of Study; Prediction; Student Attitudes + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Heuristik; Denkfähigkeit; Abstraktes Denken; Denken; Klima; Wissensbasis; Sekundarschüler; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Treibstoff; Lerneinheit; Vorhersage; Schülerverhalten
Abstract	Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students' approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students' model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students' model-based pool-and-flux reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01