Using Drawings to Examine Undergraduate Students' Mental Models of the Greenhouse Effect: A Factor Analysis Approach

Autor/in	Liu, Shu-Chiu
Titel	Using Drawings to Examine Undergraduate Students' Mental Models of the Greenhouse Effect: A Factor Analysis Approach
Quelle	In: International Journal of Science Education, 43 (2021) 18, S.2996-3017 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Shu-Chiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.2004466
Schlagwörter	Undergraduate Students; Schemata (Cognition); Climate; Scientific Concepts; Concept Formation; Knowledge Level; Majors (Students); Science Education; Environmental Education; Correlation; Freehand Drawing; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Klima; Concept learning; Begriffsbildung; Wissensbasis; Naturwissenschaftliche Bildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Korrelation; Drawing; Zeichnen; Ausland
Abstract	Research on students' understanding of the greenhouse effect and global warming has been focused on identifying and overcoming misconceptions. However, to date, very few studies have looked into the ways in which student conceptions are organised and interrelated from a model-based perspective. In this study, we investigated student-generated drawings (N = 130) of the greenhouse effect from two universities in Taiwan. The goals were to explore student mental models, which underlie and organise their visual representations, and further examine whether and how these mental models are associated with other important climate-related knowledge. For our purposes, computer-based grouping was used instead of the common practice of human expert-based inspection. Four mental models emerged in the process of factor analysing salient characteristics of student drawings, and showed some commonalities and differences compared with previous findings. Further correlation analysis revealed significant, positive relationships between the "Textbook-like" model and climate system knowledge, and between the "Sources" (of greenhouse gases) model and climate action knowledge. These results provided some fresh insight into existing knowledge about student mental models of the greenhouse effect. The relationships of students' conceptualisation of the greenhouse effect and global warming can serve as a basis for instructional considerations in climate change education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01