Challenging Greek Primary Students' Knowledge of Ocean Acidification Using the Carbon Cycle Context.
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| Title: | Challenging Greek Primary Students' Knowledge of Ocean Acidification Using the Carbon Cycle Context. |
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| Authors: | Boubonari, Theodora1 (AUTHOR) tmpoumpo@eled.duth.gr, Papazoglou, Despoina-Niovi1 (AUTHOR), Mogias, Athanasios1 (AUTHOR), Kevrekidis, Theodoros1 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Aug2024, Vol. 22 Issue 6, p1265-1288. 24p. |
| Subject Terms: | *School children, Ocean acidification, Carbon cycle, Systems theory |
| Geographic Terms: | Greece |
| Abstract: | The purpose of the present study was to investigate the impact of an intervention on primary school students' construction of knowledge on ocean acidification and the development of their systems thinking. Eighty-five 11 to 12-year-old students from five different classes of two public primary schools in Greece participated in the 8-h intervention. The intervention included inquiry-based and knowledge-integration activities, and students worked in groups during all activities. Rich pictures, made by the groups at the beginning and the end of the intervention, were used to evaluate their progress in their knowledge concerning the carbon cycle, as well as in their systems thinking. Our findings showed that the intervention contributed to primary students' conceptual knowledge of the carbon cycle and the inclusion of ocean acidification in the carbon cycle. It also helped them improve their systems thinking, indicating that students' systems thinking at this age could be developed through formal instruction with interventions which emphasize content knowledge and use an earth systems approach. Moreover, our findings indicate that the systems thinking perspective can serve as an effective approach to help children better understand and critically engage with complex environmental issues, such as ocean acidification. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178402385 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Challenging Greek Primary Students' Knowledge of Ocean Acidification Using the Carbon Cycle Context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boubonari%2C+Theodora%22">Boubonari, Theodora</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tmpoumpo@eled.duth.gr</i><br /><searchLink fieldCode="AR" term="%22Papazoglou%2C+Despoina-Niovi%22">Papazoglou, Despoina-Niovi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mogias%2C+Athanasios%22">Mogias, Athanasios</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kevrekidis%2C+Theodoros%22">Kevrekidis, Theodoros</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Aug2024, Vol. 22 Issue 6, p1265-1288. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Ocean+acidification%22">Ocean acidification</searchLink><br /><searchLink fieldCode="DE" term="%22Carbon+cycle%22">Carbon cycle</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+theory%22">Systems theory</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of the present study was to investigate the impact of an intervention on primary school students' construction of knowledge on ocean acidification and the development of their systems thinking. Eighty-five 11 to 12-year-old students from five different classes of two public primary schools in Greece participated in the 8-h intervention. The intervention included inquiry-based and knowledge-integration activities, and students worked in groups during all activities. Rich pictures, made by the groups at the beginning and the end of the intervention, were used to evaluate their progress in their knowledge concerning the carbon cycle, as well as in their systems thinking. Our findings showed that the intervention contributed to primary students' conceptual knowledge of the carbon cycle and the inclusion of ocean acidification in the carbon cycle. It also helped them improve their systems thinking, indicating that students' systems thinking at this age could be developed through formal instruction with interventions which emphasize content knowledge and use an earth systems approach. Moreover, our findings indicate that the systems thinking perspective can serve as an effective approach to help children better understand and critically engage with complex environmental issues, such as ocean acidification. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178402385 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-023-10431-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1265 Subjects: – SubjectFull: School children Type: general – SubjectFull: Ocean acidification Type: general – SubjectFull: Carbon cycle Type: general – SubjectFull: Systems theory Type: general – SubjectFull: Greece Type: general Titles: – TitleFull: Challenging Greek Primary Students' Knowledge of Ocean Acidification Using the Carbon Cycle Context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boubonari, Theodora – PersonEntity: Name: NameFull: Papazoglou, Despoina-Niovi – PersonEntity: Name: NameFull: Mogias, Athanasios – PersonEntity: Name: NameFull: Kevrekidis, Theodoros IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 22 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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