Climate Change and the Social World: Discourse Analysis of Students' Intuitive Understandings

Autor/in	Lynne Zummo
Titel	Climate Change and the Social World: Discourse Analysis of Students' Intuitive Understandings
Quelle	In: Science & Education, 33 (2024) 4, S. 811-830Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Lynne Zummo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00416-1
Schlagwörter	Forschungsbericht; Grade 9; Science Education; High School Students; Student Attitudes; Public Schools; Climate; Discourse Analysis; Social Environment; Prior Learning; Controversial Issues (Course Content); Learning Processes; Intuition + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Public school; Öffentliche Schule; Klima; Diskursanalyse; Soziales Umfeld; Vorkenntnisse; Controversial issues; Kontroverse; Learning process; Lernprozess
Abstract	With the continued unfolding of major climatic shifts, questions continue to emerge about how to approach climate change in the science classroom, at least in the USA where it is often perceived as socio-politically controversial. Broadly, research in science education has shown that the learning process around climate change is highly complex and variable, and our understanding of it remains emergent. This study argues that when designing learning experiences for issues like climate change, we must consider students' prior knowledge of the social world. Using ideology as a theoretical lens, this study then examines discourse data of several classroom elicitation discussions in two sections of a 9th grade US classroom to clarify what intuitive understandings of the social world and assumptions students bring to their classroom learning about climate change. Moment-by-moment discourse analysis shows the emergence of assumptions of a sharply divided social world and the making material of an ideology that reflects these divisions. This study considers implications for such prior knowledge on scientific sensemaking and offers implications for science teaching and future research. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06