| Autor: |
Wayne Breslyn, Andrea Drewes, J Randy McGinnis, Emily Hestness, Chrystalla Mouza |
| Jazyk: |
angličtina |
| Rok vydání: |
2017 |
| Předmět: |
|
| Zdroj: |
Science Education International, Vol 28, Iss 3, Pp 214-223 (2017) |
| Druh dokumentu: |
article |
| ISSN: |
2077-2327 |
| DOI: |
10.33828/sei.v28.i3.5 |
| Popis: |
Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n=294) and in-depth interviews (n=27) with middle school students. We examined learners understanding of four dimensions of climate change: The role of human activity, mechanism, impacts, and adaptation and mitigation. Findings were synthesized into a first step empirically supported LP for climate change that described a path from an initial to a sophisticated understanding of climate change. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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