Do Earth and Environmental Science Textbooks Promote Middle and High School Students' Conceptual Development About Climate Change?

Choi, Soyoung; Niyogi, D.; Shepardson, Daniel P.; Charusombat, Umarporn

doi:10.1175/2009bams2625.1

Cited by 84 publications

(55 citation statements)

References 4 publications

(6 reference statements)

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“…Adopting both qualitative and quantitative methods of analysis, we investigated the level of knowledge of Senior High Students on climate change and students participation in public climate change education or awareness creation. As has already been established in the existing literature (Boakye 2015 andChoi et al, 2010), and also confirmed in this current study, there is inadequate information on climate change incorporated in the curricula materials particularly textbooks. Consequently, most (68%) of the respondents interviewed pointed to the print and the electronic media as their primary sources of information on climate change issues.…”

Section: Conclusion and Recommendationsupporting

confidence: 66%

Climate Change Knowledge and Awareness Creation in Relation to the Media among Senior High Students in Birim Central Municipal, Ghana.

Awusi¹,

Asare²

2016

IOSR

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Section: Conclusion and Recommendationsupporting

confidence: 66%

Climate Change Knowledge and Awareness Creation in Relation to the Media among Senior High Students in Birim Central Municipal, Ghana.

Awusi¹,

Asare²

2016

IOSR

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“…Those perceptions arise because students believe that the only cause of global warming and climate change is the CO 2 produced by human activities. Most of these perceptions arise from mass media sources and textbooks in schools (Choi et al, 2010).…”

Section: Information On Global Warming and Climate Changementioning

confidence: 99%

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

Meilinda

Rustaman

Tjasyono

2017

JPII

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The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau's framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.

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“…For years science textbooks have been criticized for a number of shortcomings. Termed “unwieldy” (Bianchini & Kelly, , p. 384) because they cover too many topics and fail to develop or explain any of them well (Kesidou & Roseman, ; Schmidt, Wang, & McKnight, ), textbooks also include misconceptions, errors, and oversimplifications, which confuse teachers and students, interfering with science learning (Choi, Nyogi, Shepardson, & Charusombat, ; King, ). Another critique is that textbook content is influenced by historical, ideological, and financial issues, resulting in a few adoption states (e.g., California, Texas, Florida, South Carolina) or areas of the country largely defining the content for the rest of the nation (Kirk, Matthews, & Kurtts, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Secondary Biology Textbooks and National Standards for English Learners

2017

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Given secondary teachers’ dependence on textbooks for curricular and instructional guidance, the challenges introduced by increasingly diverse classrooms in the United States, and national efforts to provide equitable access to science for all students, this study examined the alignment between three popular high school biology textbooks and the tenets of four national standards. The standards, Benchmarks for Science Literacy (the national science content standards when the textbooks were published), The CREDE Five Standards for Effective Pedagogy and Learning, World‐Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards, and Trends in International Mathematics and Science Study Standards (TIMSS), were chosen as representative of nationally accepted ways of meeting the discipline‐specific content, pedagogical, linguistic, and cognitive needs of English learners (ELs). Descriptive content analysis revealed that the instructional helps (textual tools) found in all three textbooks had some level of alignment with all four standards. However, not all chapters or instructional units included explicit recommendations for teaching ELs, and the overall alignment ranged from low to moderate across textbooks. Equally concerning was that many important instructional recommendations from the standards, particularly those designed to develop and challenge student thinking, were implicit or completely absent. Implications for textbook publishers, textbook adoption committees, teachers, and teacher educators are discussed.

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Do Earth and Environmental Science Textbooks Promote Middle and High School Students' Conceptual Development About Climate Change?

Cited by 84 publications

References 4 publications

Climate Change Knowledge and Awareness Creation in Relation to the Media among Senior High Students in Birim Central Municipal, Ghana.

Climate Change Knowledge and Awareness Creation in Relation to the Media among Senior High Students in Birim Central Municipal, Ghana.

The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

Secondary Biology Textbooks and National Standards for English Learners

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