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Between Two Worlds: Locating Climate Literacy between Modern Educational Frameworks and Assessment Needs.

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Title: Between Two Worlds: Locating Climate Literacy between Modern Educational Frameworks and Assessment Needs.
Authors: Gellermann, Dirk1 (AUTHOR) dirk.gellermann@li.hamburg.de, Michel, Hanno1 (AUTHOR), Harms, Ute1 (AUTHOR)
Source: Mind, Brain & Education. May2025, Vol. 19 Issue 2, p61-72. 12p.
Subject Terms: *Scientific knowledge, *Educational evaluation, *Literacy, Equilibrium testing, Scientific method
Abstract: In order for climate literacy assessments to be applicable in large‐scale studies, it is essential that they comply with the standards of test administration while maintaining consistency with a comprehensive definition of the concept. In alignment with the different educational frameworks and the Climate Literacy Principles of the U.S. Global Change Research Program, a multidimensional assessment framework was created, and a comprehensive set of items was devised for the first two climate literacy principles, integrating climate knowledge with scientific practices. This paper describes the conceptualization of the climate literacy assessment, the construction of the items, and the investigation of their validity and reliability involving multiple studies with 553 students in grades 10–13. The items presented have been developed for use from the age of 15–16 years and are available from the authors for practitioners to begin assessing climate literacy. Climate literacy assessments must align with a comprehensive definition of the concept and be applicable to large samples simultaneously. We achieved this balance by creating an assessment framework, systematically unpacking two dimensions of climate literacy, and developing a set of items that integrate climate knowledge with scientific practices. [ABSTRACT FROM AUTHOR]
Copyright of Mind, Brain & Education is the property of Wiley-Blackwell 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.)
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  Data: <searchLink fieldCode="JN" term="%22Mind%2C+Brain+%26+Education%22">Mind, Brain & Education</searchLink>. May2025, Vol. 19 Issue 2, p61-72. 12p.
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  Data: In order for climate literacy assessments to be applicable in large‐scale studies, it is essential that they comply with the standards of test administration while maintaining consistency with a comprehensive definition of the concept. In alignment with the different educational frameworks and the Climate Literacy Principles of the U.S. Global Change Research Program, a multidimensional assessment framework was created, and a comprehensive set of items was devised for the first two climate literacy principles, integrating climate knowledge with scientific practices. This paper describes the conceptualization of the climate literacy assessment, the construction of the items, and the investigation of their validity and reliability involving multiple studies with 553 students in grades 10–13. The items presented have been developed for use from the age of 15–16 years and are available from the authors for practitioners to begin assessing climate literacy. Climate literacy assessments must align with a comprehensive definition of the concept and be applicable to large samples simultaneously. We achieved this balance by creating an assessment framework, systematically unpacking two dimensions of climate literacy, and developing a set of items that integrate climate knowledge with scientific practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Mind, Brain & Education is the property of Wiley-Blackwell 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.)
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              Text: May2025
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