Fostering Senior Primary School Students' Understanding of Climate Change in an Inquiry-Based Learning Environment

Autor/inn/en	Akaygun, Sevil; Adadan, Emine
Titel	Fostering Senior Primary School Students' Understanding of Climate Change in an Inquiry-Based Learning Environment
Quelle	In: Education 3-13, 49 (2021) 3, S.330-343 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adadan, Emine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1854961
Schlagwörter	Elementary School Students; Student Attitudes; Preadolescents; Grade 6; Extracurricular Activities; Science Instruction; Instructional Effectiveness; Climate; Conservation (Environment); World Problems; Scientific Concepts; Concept Formation; Active Learning; Inquiry; Educational Environment; Visual Aids; Constructivism (Learning); Likert Scales; Surveys; Questionnaires; Foreign Countries; Turkey; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Schülerverhalten; Pre-adolescence; Präadoleszenz; School year 06; 6. Schuljahr; Schuljahr 06; Außerunterrichtliche Aktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Klima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Weltproblem; Concept learning; Begriffsbildung; Aktives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Anschauungsmaterial; Likert-Skala; Survey; Umfrage; Befragung; Fragebogen; Ausland; Türkei
Abstract	This quasi-experimental study explored the impact of inquiry-based instruction on students' conceptions of climate change and their perceptions of science learning environment. A total of 68 senior primary school students participated into the study. Data sources included Questionnaire on Global Climate Change and Constructivist Learning Environment Survey. Data were coded and analysed using quantitative procedures. Before the instruction, about 25% of the participants were aware of the major consequences of, causes of and possible cures for climate change. Following the instruction, about 50-85% of the participants developed scientific understandings about climate change, but the participants showed slow progress in terms of identifying nonscientific conceptions concerning climate change. In addition, students perceived inquiry-based learning environment more encouraging compared to their regular science classes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01