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1.
Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.  相似文献   

2.
Abstract

Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n?=?241 parents aged 29–77; n?=?182 students aged 11–14) associated with 15 middle school science teachers. Family climate change discussions, parent behaviors, and children’s climate change concern levels predicted the degree to which children will participate in individual-level climate mitigation behaviors. These results provide evidence that promoting climate-related conversations within households may promote climate action even when parents are apathetic about climate change. Similarly, parental behaviors, but not their concern levels, were important predictors of adolescent behaviors. This study highlights novel ways that family dynamics may promote climate change mitigating behaviors and a new pathway to promoting climate mitigation at familial, and ultimately, societal levels.  相似文献   

3.
Abstract

Despite heightened awareness about climate change, individuals remain rather indifferent to the issue. The reasons being that many public education programmes rely essentially on information dissemination and do not help individuals understand the given information. The authors believe that there is potential of environmental education for understanding and promoting pro-environmental behaviour. The proposed transformative education for climate change (TrEC) programme focuses on three elements (knowledge, skills and values) to help individuals understand environmental issues and to empower them to take pro-environmental action. This mixed method study was conducted in collaboration with various government agencies and 173 residents in a housing estate in Singapore. The findings suggest that with better understanding (knowledge) about the climate change issue, individuals can make informed decisions (attitude) and be encouraged to adopt pro-environmental behaviour (action).  相似文献   

4.
The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers.  相似文献   

5.
Abstract

The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.  相似文献   

6.
Abstract

Video games have the potential to educate and engage people—especially young people—in climate change and energy issues by facilitating the development of helpful thoughts, feelings, and actions. The objective of the present article is to propose a set of game attributes that could maximise the cognitive, emotional, and behavioural engagement of players, and lay the foundations for future work. We have used semi-structured interviews with experts to identify a set of game attributes and a group discussion with teenagers to validate them. By applying grounded theory in our analysis of the experts’ responses, we have developed a framework for climate change engagement through serious games. It consists of 15?key attributes that we have classified in three dimensions: cognitive, emotional, and behavioural. Literature review drawn on sources in social psychology, communication and education has contributed to further explain and justify the inclusion of each of the attributes.  相似文献   

7.
Abstract

This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed.  相似文献   

8.
The purpose of this study is to understand the nature of pre-instructional knowledge transferred by students into problem situations and the change process on students’ knowledge system during classroom discussions. This study was framed by two interrelated theoretical frameworks on knowledge structures, phenomenological primitives and coordination classes. The data were collected through problem solving sessions on turning effect of forces (torques or moment) from ten participants who were seeking a degree to become physics teachers. The analysis of data showed that, in this particular context, students’ pre-instructional ideas can be characterized according to phenomenological primitives. The theoretical constructs of the coordination classes generated meaningful results to understand students’ particular difficulties in transferring the moment concept across different contexts and the change process on students’ knowledge system. The major stimulator of the change process emerged as the students’ becoming aware of the epistemological nature of their knowledge structures and searching the causal mechanisms behind physical phenomena.  相似文献   

9.
Abstract

This case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS.  相似文献   

10.
ABSTRACT

Science educators demonstrated that students’ framings – their expectations of what is going on – influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead students to change their framings, and thus their behaviour, in unexpected ways. We present data from interviews with two students, Sarah and Omar, as they reasoned about evaporation and condensation. Sarah demonstrated spontaneous changes in how she participated over the course of the interview, whereas Omar demonstrated subtler changes that existing methods may not capture. These changes affected the nature of scientific knowledge and reasoning demonstrated by each participant, but could not be fully explained by response to interviewer behaviour. We use the constructs of footing and positioning theory to examine how students participated during the interviews, and how this affected the ways they demonstrated knowledge and reasoning about the interview topic. In both cases, footing and positioning theory allowed us to better understand the dynamic ways students engage in the interview. This paper contributes new methods for analysing complex interview dynamics, and suggests situations for which such methods are necessary.  相似文献   

11.
Anthropogenic climate change remains divisive in the United States, where skepticism of the scientific consensus is associated with conservative worldviews, resulting in political polarization. This study considers three hypotheses regarding U.S. polarization over climate change that have emerged from social psychology research and applies them to science education by showing how these hypotheses could relate to adolescents' science learning. We then test each hypothesis within an experimental educational intervention designed to study the influence of worldview, mechanistic knowledge, and quantitative reasoning on students' written arguments about climate change. We used mixed methods to analyze the results of this individually randomized trial with clustering involving 357 participants in grades 9–11 from 5 U.S. sites. Findings show that: (a) exposure to mechanistic knowledge about climate change increased odds of receptivity toward climate change; (b) increasingly conservative worldviews were associated with decreased odds of receptivity; (c) worldview and quantitative reasoning interacted, resulting in an amplified effect of worldview for students with greater quantitative reasoning. Results also suggest that the influence of worldview and mechanistic knowledge on receptivity work independently from one another in our dataset. This study demonstrates the value of teaching mechanistic understandings of climate change, yet also demonstrates the influence of worldview on receptivity to climate change for adolescents, as well as complex interactions between quantitative reasoning (something school science aims to develop) and worldview. It shows that moving the U.S. public toward the scientific consensus is complex and involves confronting ideologically motivated reasoning within science education.  相似文献   

12.
Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.  相似文献   

13.
Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community – both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.  相似文献   

14.
The tensions between environmental protection and economic growth are critical to future well-being, and it is therefore important to understand how young people conceptualize these tensions. The aim of the present study is to explore students’ solutions to the dilemma of economic development and mitigating climate change, with regard to societal responses to the challenge of climate change. The study was conducted in China’s Green Schools. Green School is an international long-term programme with the aim of increasing students’ knowledge of environmental issues, and transferring this knowledge into positive actions to affect the wider community. The data were obtained through semi-structured pre- and post-interviews with 15–16-year-old students in three groups (12 students) from Green Schools in the Beijing area. The results show that students’ discussions focused exclusively on economic growth and social welfare. Students seem to believe that environmental problems are inevitable, nature is a ‘box’ of resources, and economic development is necessary in order to sustain and even improve nature. Therefore, there is no dilemma between economic development and environmental protection. The paper ends with a discussion on research and implications for teaching climate change.  相似文献   

15.
Abstract

We present ideas about concepts underlying climate change, held by students in years 9 and 10. Misconceptions about climate change are common among students, and may be due to misconceptions about underlying concepts. To investigate this, we developed the Climate Change Concept Inventory (CCCI), and trialed it with 229 students; corroborating findings through focus group interviews. Our interview method and data analysis methods are described. Findings included overestimation of human contributions to atmospheric carbon inputs, ultra violet radiation in sunlight, and greenhouse gases in the atmosphere. Students were unaware that CO2 dissolves in water, and of the role of oceans in the carbon cycle. Greenhouse gases other than CO2 were rarely known. Earth’s energy balance and black body radiation were not well understood. There were misconceptions about interactions between electromagnetic radiation and atmospheric gases; and limited understanding of carbon chemistry. The CCCI is available from the corresponding author.  相似文献   

16.
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17.
The United Nations’ declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the ‘Decade of Education for Sustainable Development’ (DESD, 2005–2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N?=?141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N?=?7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation.  相似文献   

18.
We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain‐specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political orientation were not. These results contrast with previous studies highlighting worldviews as a dominant influence on risk perception. At the beginning of the semester, students' climate change content knowledge was relatively low, with average scores on a 21‐item test less than 50%. Post instruction results indicated that students learned climate change science during the course, and their perceptions of risks associated with climate change increased. Unlike most prior research evaluating links between climate change knowledge and risk perception, our measure of content knowledge was a validated assessment specific to climate change. Use of this specific climate knowledge test may be one reason that we detected a relationship between climate knowledge and risk perception whereas most of the previous research has not. Another—possibly complementary—explanation may be a generational shift between our study sample and prior samples. Undergraduates today, having grown up with more exposure to climate change in schools and the media than previous generations, may be diverging from average adults in that learning climate science appears to also increase their perceptions of the risks climate change poses. Undergraduate courses with embedded climate‐related activities present an opportunity to both increase climate science knowledge and risk perceptions of future decision makers.  相似文献   

19.
This study uses qualitative content analysis to examine 355 open-ended questions, presented by 16–19 –year-old international students, to find out what students want to learn about climate change. The study finds that students have a high level of consideration toward scientific, societal, and ethical aspects of climate change and that students' questions are multidisciplinary and complex in nature. Most important, the findings show that students ask questions on the same themes that researchers say should be addressed in multidisciplinary climate change education. Based on the findings, this article suggests that climate change education could be developed by adopting guided inquiry.  相似文献   

20.
ABSTRACT

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.  相似文献   

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