The Need to Introduce System Thinking in Teaching Climate Change

Autor/inn/en	Roychoudhury, Anita; Shepardson, Daniel P.; Hirsch, Andrew; Niyogi, Devdutta; Mehta, Jignesh; Top, Sara
Titel	The Need to Introduce System Thinking in Teaching Climate Change
Quelle	In: Science Educator, 25 (2017) 2, S.73-81 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Systems Approach; Climate; Teaching Methods; Educational Practices; Educational Strategies; Science Education; Grade 7; Grade 8; Statistical Analysis; Pretests Posttests; Qualitative Research; Achievement Gains; Knowledge Level; Misconceptions + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Klima; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Naturwissenschaftliche Bildung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Qualitative Forschung; Achievement gain; Leistungssteigerung; Wissensbasis; Missverständnis
Abstract	Research related to teaching climate change, system thinking, current reform in science education, and the research on reform-oriented assessment indicate that we need to explore student understanding in greater detail instead of only testing for an incremental gain in disciplinary knowledge. Using open-ended items we assessed details in student successes and challenges in thinking about climate change and climate system. Twelve teachers of the 7th and 8th grades and 457 students from four schools in a Midwestern state participated in this study. Statistical analysis of student responses on the pre- and post-test showed a significant (p<0.0001) gain in knowledge but more importantly, qualitative analysis of student responses showed that they learned that our climate is changing but had constructed a linear connection between variables such as surface temperature and drought. The students did not develop a connected body of knowledge or an understanding of climate as a system. Future research needs to focus on curriculum development, effective system pedagogy, assessment, and teacher development in the context of climate change as an interlinked system. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01