Supporting Students' Learning and Socioscientific Reasoning About Climate Change-the Effect of Computer-Based Concept Mapping Scaffolds.
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| Title: | Supporting Students' Learning and Socioscientific Reasoning About Climate Change-the Effect of Computer-Based Concept Mapping Scaffolds. |
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| Authors: | Eggert, Sabina1 seggert1@gwdg.de, Nitsch, Anne1, Boone, William2, Nückles, Matthias3, Bögeholz, Susanne1 |
| Source: | Research in Science Education. Feb2017, Vol. 47 Issue 1, p137-159. 23p. |
| Subject Terms: | *Climate change education, *Reasoning, *Decision making, Computer conferencing, Choice (Psychology) |
| Abstract: | Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that 'knowledge' does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students' test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 120927556 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-015-9493-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 137 Subjects: – SubjectFull: Climate change education Type: general – SubjectFull: Reasoning Type: general – SubjectFull: Decision making Type: general – SubjectFull: Computer conferencing Type: general – SubjectFull: Choice (Psychology) Type: general Titles: – TitleFull: Supporting Students' Learning and Socioscientific Reasoning About Climate Change-the Effect of Computer-Based Concept Mapping Scaffolds. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Eggert, Sabina – PersonEntity: Name: NameFull: Nitsch, Anne – PersonEntity: Name: NameFull: Boone, William – PersonEntity: Name: NameFull: Nückles, Matthias – PersonEntity: Name: NameFull: Bögeholz, Susanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 47 – Type: issue Value: 1 Titles: – TitleFull: Research in Science Education Type: main |
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