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Meadows, George; Wiesenmayer, Randall L.

doi:10.1023/a:1009412414470

Cited by 39 publications

(2 citation statements)

References 19 publications

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“…Regarding the first aspect, research has revealed that, in general, students do not know what the greenhouse effect is, do not distinguish between global warming and the greenhouse effect and/or link these atmospheric phenomena with the destruction of the ozone layer (Andersson and Wallin 2000;Boyes and Stanisstreet 1993;Fisher 1998; Authors 2012; Groves and Pugh 1999;Klosterman and Sadler 2010;Liarakou et al 2011;Meadows and Wiesenmayer 1999;Pruneau et al 2001;Punter et al 2011;Yazdanparast et al 2013). Moreover, in some cases, this confusion of ideas between the greenhouse effect and the ozone layer is maintained despite instruction (see, e.g., Fisher 1998;Authors 2012).…”

Section: Previous Studies On Alternative Ideas and Mental Models On Cmentioning

confidence: 99%

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Varela

Gayoso

2018

Res Sci Educ

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There are several studies dealing with students' conceptions on climate change, but most of them refer to understanding before instruction. In contrast, this study investigates students' conceptions and describes the levels of sophistication of their mental models on climate change and the greenhouse effect. The participants were 40 students of secondary education (Grade 7) in Spain. As a method of data collection, a questionnaire with open-ended questions focused on the mechanism, causes and actions that could be useful in reducing climate change was designed. Seventh grade students completed the same questionnaire before and after instruction. The students' conceptions and mental models were identified by an inductive and iterative analysis of the participants' explanations. With regard to the students' conceptions, the results show that they usually link climate change to an increase in temperature, and they tend to mention, even after instruction, generic actions to mitigate climate change, such as not polluting. With regard to the students' mental model, the results show an evolution of models with little consistency and coherence, such as the models on Level 1, towards higher levels of sophistication. The paper concludes with the educational implications proposed for solving learning difficulties regarding the greenhouse effect and climate change.

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Section: Previous Studies On Alternative Ideas and Mental Models On Cmentioning

confidence: 99%

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Varela

Gayoso

2018

Res Sci Educ

View full text Add to dashboard Cite

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“…Many students provide a chimera explanation of the greenhouse effect that fuses two distinct environmental issues, global warming and depletion of the ozone layer. They state that the temperature of the earth increases because the hole in the ozone layer permits deeper penetration of sunlight . Some students suggest that greenhouse gases like carbon dioxide break down the ozone layer …”

Section: Reading Students’ Mindsmentioning

confidence: 99%

Five Things Chemists (and Other Science Faculty) Should Know about the Education Research Literature

Seethaler

2015

J. Chem. Educ.

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Faculty are increasingly expected to provide a more student-centered learning experience in their classes, including in large introductory courses. To do this, they may choose from a colorful palette of active learning approaches and tools that have been piloted in a wide variety of settings. Success, however, depends on more than the knowledge of what works and a commitment to implementing it. It requires a deep understanding of the principles of learning that underlie the approach or tool, which in turn requires fluency with the education research literature. While the literature is replete with implications for practice, much of it is written for education researchers rather than for science instructors. This brief commentary aims to help chemists and other faculty efficiently sift through this enormous body of work and glean insights about teaching and learning to improve their practice.

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Undergraduate student conceptions of climate change impacts on animals

et al. 2021

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Climate change is a critical environmental issue and is a recommended core concept in the Ecological Society of America's 4-Dimensional Ecology Education framework. Limited work describes K-12 students' conceptions of the biotic impacts of climate change, yet research is lacking to explore undergraduate students' conceptions on this topic. Our goal was to describe undergraduate student conceptions of the biotic outcomes of climate change, and characterize how these student conceptions of animal responses to climate change align with accepted scientific ideas. We used an interpretive qualitative research design and interviewed 13 undergraduate students who were enrolled in either an introductory biology or general ecology course. Through two independent codings of the same dataset, we separately addressed each of our research goals. Prior to this study, we identified three general biotic outcomes from climate change, which were confirmed by outside experts: changes to an animal's Growth and Survival, their Reproduction, or their Distribution. Our student interviewees as a whole mentioned all three of these outcomes, and most individuals mentioned all three in their responses. Additionally, we found that most student ideas were aligned with Scientific conceptions, while a third of student ideas contained some scientific conceptions but were incomplete. Only a small percent of conceptions voiced in our sample were identified as alternative conceptions that did not align with accepted scientific ideas. These findings are important for educators who teach climate change, as they suggest that undergraduate students come to our classes with productive resources; however, our findings also identify concepts where students may struggle or enter classrooms with a more incomplete understanding.

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Untitled

Cited by 39 publications

References 19 publications

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect

Five Things Chemists (and Other Science Faculty) Should Know about the Education Research Literature

Undergraduate student conceptions of climate change impacts on animals

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