Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Environmental Education Pub Date : 2020-11-09 DOI:10.1080/00958964.2020.1847882
Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson
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引用次数: 5

Abstract

Abstract Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students’ approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students’ model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students’ model-based pool-and-flux reasoning. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1847882.
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理解和应对学生在进行碳循环库和通量推理时面临的挑战
摘要碳循环库和通量推理是气候知识的一个关键方面。本文首先讨论了为什么这种类型的推理既有挑战性又很重要。报告了两项研究的结果。第一部分介绍了学生对碳循环池和通量推理的方法。第二部分描述并报告了一项教学干预的结果,该干预旨在构建中学生基于模型的池和流量推理。在教学之前,大多数中学生对碳循环池和通量问题采用了非正式的推理方法,包括好与坏以及相关性启发式。教学结束后,采用基于目标的池和流量推理的学生比例从27%增加到52%。这项研究建立在先前和当前研究的基础上,为学生基于模型的库和流量推理的支架改进提供了一种有前景的教学方法。本文的补充数据可在线获取,网址为https://doi.org/10.1080/00958964.2020.1847882.
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
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