Can Climate Change Enhance Biology Lessons? A Quasi-Experiment

Autor/inn/en	Monroe, Martha C.; Hall, Stephanie; Li, Christine Jie
Titel	Can Climate Change Enhance Biology Lessons? A Quasi-Experiment
Quelle	In: Applied Environmental Education and Communication, 15 (2016) 2, S.125-137 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-015X
DOI	10.1080/1533015X.2016.1164095
Schlagwörter	Biology; Climate; Environment; Secondary School Students; Science Instruction; Environmental Education; Teaching Methods; Knowledge Level; Student Interests; Outcomes of Education; Barriers; Interviews; Statistical Analysis; Student Attitudes; Parent Attitudes; Quasiexperimental Design; Pretests Posttests; Florida + Suchen Sie Ihr Suchwort? Biologie; Klima; Umwelt; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Studieninteresse; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Statistische Analyse; Schülerverhalten; Elternverhalten
Abstract	Climate change is a highly charged topic that some adults prefer to ignore. If the same holds true for secondary students, teachers could be challenged to teach about climate change. We structured one activity about the biological concepts of carbon cycle and carbon sequestration in two ways: with and without mention of climate change. Results suggested that students (n = 22) who learned about carbon in the context of climate change made significant improvements in their knowledge of the carbon cycle and sequestration over those (n = 24) who learned about carbon without mention of climate change. Interest in climate change may increase learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01