Climate change as a means of exploring 8th grade students' epistemologies of science in traditional and place-based learning environments

Quarderer, Nathan

doi:10.17077/etd.005349

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“…While the three participating school districts were observed to have very different learning environments and relied on a variety of curricular materials with varying levels of focus on the topic of climate change, there was one common thread between the three school districts during their unit on weather and climate. As part of a larger study (Quarderer, 2020), students from the three participating school districts completed an argumentative writing task modeled after teaching materials developed by Climate Generation (2017). Here students were met with a series of images and graphs that provided evidence for global climate change.…”

Section: Districtmentioning

confidence: 99%

Unpacking the connections between 8th graders' climate literacy and epistemic cognition

et al. 2021

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Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic of climate change presents an epistemic challenge for science educators as they help students navigate through a sea of information that often contains competing claims. The study described here examines how climate literacy and epistemic cognition interact in a group of 8th grade students in the Midwestern United States. Findings from Rasch analysis of survey responses and coding of student interviews suggests a positive relationship between learners' climate literacy and epistemic cognition, with participants tending to exhibit quasireflective judgment when justifying their beliefs about the causes and effects of climate change, how scientists come to know about Earth's climate, and the level of certainty that researchers have about changes to our climate system. Implications for the development of

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Section: Districtmentioning

confidence: 99%