Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming

Autor/inn/en	Varma, Keisha; Linn, Marcia C.
Titel	Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming
Quelle	In: Journal of Science Education and Technology, 21 (2012) 4, S.453-464 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9337-9
Schlagwörter	Climate; Horticulture; Middle School Students; Virtual Classrooms; Experiments; Global Approach; Curriculum; Science Education; Inquiry; Social Science Research; Technology; Science Instruction + Suchen Sie Ihr Suchwort? Klima; Gartenbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Erprobung; Globales Denken; Curricula; Lehrplan; Rahmenplan; Naturwissenschaftliche Bildung; Social scientific research; Sozialwissenschaftliche Forschung; Technologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In this work, we examine middle school students' understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called "Global Warming: Virtual Earth". In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth's temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students' understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10