Climate Education in Secondary Science: Comparison of Model-Based and Non-Model-Based Investigations of Earth's Climate

Autor/inn/en	Bhattacharya, Devarati; Carroll Steward, Kim; Forbes, Cory T.
Titel	Climate Education in Secondary Science: Comparison of Model-Based and Non-Model-Based Investigations of Earth's Climate
Quelle	In: International Journal of Science Education, 43 (2021) 13, S.2226-2249 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carroll Steward, Kim) ORCID (Forbes, Cory T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1958022
Schlagwörter	Science Instruction; Secondary School Science; Scientific Concepts; Concept Formation; Measurement Techniques; Science Process Skills; Climate; Models; High Schools; Earth Science; Grade 9; Logical Thinking; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Messtechnik; Klima; Analogiemodell; High school; Oberschule; Earth sciences; Geowissenschaften; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In this mixed method study, we analyse the effectiveness of two pedagogical approaches -- one model-based and another non-model-based -- for developing secondary students' understanding of the phenomenon of increase in Earth's average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth's climate, we use an Evidence-Based Reasoning framework to assess student tasks and interviews from a 3-week, project-developed, model-based curriculum. We observed that the use of a climate model allowed students to reason more effectively about the Earth's increasing temperatures. They were able to establish the premise and interpret evidence for the phenomenon more effectively with the climate model. Using temperature and carbon dioxide data sets, students observed and quantified the behaviour of climate variables, establishing correlation and causation through data-integrated claims. In doing so, students were able to develop scientific knowledge about climate science as well as understand the processes undertaken by climate scientists in analysing climate data. Given the importance of fostering climate literacy in K-12 students, study findings have implications for both teaching and learning about GCC using climate models, as well as in shifting students' focus from acquiring knowledge to constructing their own knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01