Learning Progressions & Climate Change

Autor/inn/en	Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.
Titel	Learning Progressions & Climate Change
Quelle	In: American Biology Teacher, 77 (2015) 4, S.232-238 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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