Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers

Abstract

This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect.

How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

“…Moreover, different age groups, learner characteristics, and different target dimensions in sustainability competence should be taken into account. A first step in this direction was taken by Asshoff et al [39], who compared different instructional settings for the use of a learning app in the context of climate change education for student teachers. In conclusion, the literature lacks highquality effectiveness studies, which should especially provide teachers in schools and universities with the secure knowledge of effective means for promoting ESD goals.…”

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

“…In an educational context, the role of an educator involves more than simply imparting knowledge; they also shape students' character and values and help them face the challenges of an ever-changing world (Nikendei et al, 2020;Scarfe, 2022). CCE is a critical aspect that must be emphasized in the role of educators by creating an environment that stimulates students' interest and desire to understand the impacts of climate change and mitigation efforts Angga Hadiapurwa / Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review through knowledge about climate change so that teachers can understand the issue (Asshoff et al, 2021;Demant-Poort & Berger, 2021;S Tolppanen & Kärkkäinen, 2021). Educators also have a role in encouraging creativity and critical thinking in climate change by encouraging students to create new ideas to support environmental protection efforts (Chang, 2017;Li et al, 2021) Educators also act as mentors who help students develop a deeper understanding of climate change and the steps that can be taken.…”

Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education

“…Varying pedagogical tools can support or facilitate learning and an individual carbon footprint estimator encouraged student engagement in a university initiative to achieve carbon neutrality, as it was seen as transparent and accurate [16]. Further, although the supplementary guidance for an App caused cognitive overload, climate change knowledge was increased when using the App without the guidance [17]. However, depending on audience and context a shift towards focusing on solutions rather than facts alone can be preferred [18] and a new university course aimed at agriculture professionals was praised for focusing on current challenges and relevant-skills acquisition [19].…”