A Design-Based Approach to Fostering Understanding of Global Climate Change

Autor/inn/en	Svihla, Vanessa; Linn, Marcia C.
Titel	A Design-Based Approach to Fostering Understanding of Global Climate Change
Quelle	In: International Journal of Science Education, 34 (2012) 5, S.651-676 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.597453
Schlagwörter	Climate; Evidence; Science Instruction; Middle School Students; Teaching Methods; Energy; Decision Making; Scientific Concepts; Inquiry + Suchen Sie Ihr Suchwort? Klima; Evidenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Energie; Decision-making; Entscheidungsfindung
Abstract	To prepare students to make informed decisions and gain coherent understanding about global climate change, we tested and refined a middle school inquiry unit that featured interactive visualizations. Based on evidence from student pre-test responses, we increased emphasis on energy transfer and transformation. The first iteration improved comprehension of the visualizations resulting in better understanding of energy transfer (n = 67). The second iteration improved understanding of energy transformation (n = 109) by adding pivotal cases, reducing deceptive clarity, and emphasizing distinguishing of ideas. Focusing student investigations in the second version allowed students to make more normative, personally relevant decisions related to their energy use. These iterative refinements reflected knowledge integration principles and offer guidance for designers of inquiry units. (Contains 6 tables and 13 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10