气候变化领域集成服务门户(CCPortal): Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect

CCPortal

DOI	10.1002/sce.21867
	Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect
	Schubatzky, Thomas; Haagen-Schuetzenhoefer, Claudia; Wackermann, Rainer; Woehlke, Carina; Wildbichler, Sarah
发表日期	2024
ISSN	0036-8326
EISSN	1098-237X
英文摘要	The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content-specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the analysis of multiple-choice questions, employing Bayesian correlations and multiple logistic regression. We thereby focus on specific types of conceptualizations of the greenhouse effect that have been identified in previous research and furthermore investigate the coherency of them. To do so, we analyzed answers of N = 604 grade 11 students in Austria and Germany and interpreted them from different theoretical perspectives. The findings showed that students hold various ideas about the greenhouse effect that are only seldom coherent, in particular when it comes to adequate ideas about the greenhouse effect. However, especially for a reflection-based framework of the greenhouse effect, our results demonstrate that students' conceptions show some form of coherency. We argue that our results can inform the development of effective teaching strategies that address students' existing knowledge and alternative conceptions. In terms of practical implications, the findings suggest that teaching strategies should provide opportunities for students to integrate their knowledge pieces into a more coherent understanding of the greenhouse effect. The study highlights the need for further investigation into the relationship between knowledge pieces and frameworks not only for the greenhouse effect, but for science education in general.
英文关键词	Bayesian analysis; conceptual change; greenhouse effect; knowledge in pieces; knowledge in structures
语种	英语
WOS研究方向	Education & Educational Research
WOS类目	Education & Educational Research
WOS记录号	WOS:001195197600001
来源期刊	SCIENCE EDUCATION
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/289048
作者单位	University of Innsbruck; University of Innsbruck; University of Graz; Ruhr University Bochum; University of Innsbruck
推荐引用方式 GB/T 7714	Schubatzky, Thomas,Haagen-Schuetzenhoefer, Claudia,Wackermann, Rainer,et al. Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect[J],2024.
APA	Schubatzky, Thomas,Haagen-Schuetzenhoefer, Claudia,Wackermann, Rainer,Woehlke, Carina,&Wildbichler, Sarah.(2024).Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect.SCIENCE EDUCATION.
MLA	Schubatzky, Thomas,et al."Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect".SCIENCE EDUCATION (2024).