| Popis: |
This research followed students from three different British Columbia, Grade six classes through two-weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge retention between the students that received, through their science teacher, instruction from a unit and students who received equivalent content instruction from outside presenters. The teacher participant also completed a survey on her experience with the lessons plans. Students’ results on the post and follow-up surveys were compared to a control group’s results. The teacher-based approach to learning about climate change resulted in higher knowledge gain although no difference was found between the groups’ rate of knowledge decline thereafter. The teacher’s feedback corresponded to the result of the analyses by theme, showing that the highest gains in knowledge were for the carbon cycle and the human impacts topic, followed by understanding the difference between climate and weather. The students and teacher alike appeared to struggle with the topic of global warming and the greenhouse effect. |
