Understanding the Greenhouse Effect by Embodiment--Analysing and Using Students' and Scientists' Conceptual Resources

Autor/inn/en	Niebert, Kai; Gropengießer, Harald
Titel	Understanding the Greenhouse Effect by Embodiment--Analysing and Using Students' and Scientists' Conceptual Resources
Quelle	In: International Journal of Science Education, 36 (2014) 2, S.277-303 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.763298
Schlagwörter	Foreign Countries; Secondary School Students; Scientists; Climate; Scientific Concepts; Interviews; Content Analysis; Qualitative Research; Schemata (Cognition); Concept Formation; Experience; Figurative Language; Comparative Analysis; Learning Activities; Science Instruction; Secondary School Science; Instructional Effectiveness; Misconceptions; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Scientist; Wissenschaftler; Klima; Interviewing; Interviewtechnik; Inhaltsanalyse; Qualitative Forschung; Cognition; Schema; Kognition; Concept learning; Begriffsbildung; Erfahrung; Lernaktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Missverständnis; Deutschland
Abstract	Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the--mostly unconscious--deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10