Assessing Elementary Science Methods Students' Understanding about Global Climate Change

Autor/inn/en	Lambert, Julie L.; Lindgren, Joan; Bleicher, Robert
Titel	Assessing Elementary Science Methods Students' Understanding about Global Climate Change
Quelle	In: International Journal of Science Education, 34 (2012) 8, S.1167-1187 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.633938
Schlagwörter	Climate; Prior Learning; Intervention; Teaching Methods; Elementary School Science; Methods Courses; Preservice Teachers; Science Instruction; Guidelines; Pedagogical Content Knowledge; Knowledge Base for Teaching; Science Teachers; Teacher Evaluation + Suchen Sie Ihr Suchwort? Klima; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Richtlinien; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung
Abstract	Global 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. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10