Assessing elementary science methods students' understanding about global climate change

Research
TitleAssessing elementary science methods students' understanding about global climate change
Publication TypeJournal Article
Year of Publication2012
AuthorsLambert, JL, Lindgren, J, Bleicher, RE
JournalInternational Journal of Science Education
Volume34
Issue8
Pagination1167 - 1187
Date Published2012/05/15/
ISBN Number09500693
Keywords*Original 959, 1RRP, 2WAC, ACCLIMATIZATION, ANTHROPOGENIC effects on nature, CLASSROOM environment, climate change education, CLIMATIC changes -- Study & teaching, COMMON fallacies, CURRICULUM planning, education, Include, Include RRP, Include WAC, R1 FINAL INCLUDE, Round1 Include, Round2 Include AWB, Round2 Include WAC, STUDENT teachers -- Education, teacher education
AbstractGlobal climate change, referred to as climate change in this paper, has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying climate change. Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. This study focusses on assessing preservice and inservice teachers' knowledge about climate change at the beginning and end of an instructional intervention embedded in an elementary science methods course. This paper describes the development of an instrument derived from the constructive modeling approach framework. The four components of this approach (the construct map, items design, outcome space, and measurement model) are discussed. In addition, the instructional intervention is described along with findings from the study and an analysis of the instrument.
Short TitleInternational Journal of Science Education