An application of the transtheoretical model to climate change prevention: Validation of the climate change stages of change questionnaire in middle school students and their schoolteachers

A Socioscientific Issue Approach to Understanding Middle School Students' Beliefs and Intentions Toward Climate Change

Socioscientific Issues-Based Instruction for Scientific Literacy Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4558-4.ch004 ◽

2021 ◽

pp. 92-131

Author(s):

Wardell A. Powell

Keyword(s):

Climate Change ◽

Middle School ◽

Middle School Students ◽

Power Plants ◽

Waste Treatment ◽

Chief Executive ◽

Round Table ◽

Round Table Discussion ◽

School Students ◽

Mitigate Climate Change

This chapter is a demonstration of how to use socioscientific issues to impact middle school students' beliefs and intentions towards climate change. Fifty-one middle school students from a summer enrichment program in the Northeastern United States participated in this study. The duration of this curricular unit took place over six consecutive one-hour class periods. The researcher utilized quantitative and qualitative procedures to analyze the students' abilities to think critically and to argue persuasively about their beliefs and intentions about climate change. The results indicate that the students concluded that human actions are a significant factor in climate change. The students' intentions to act, as well as their desire to encourage others to take actions necessary to mitigate climate change, were compelling. Additionally, the knowledge the students gained from the interventions used enhanced their abilities to write persuasively to the chief executive officers from power plants and waste treatment facilities to a round table discussion on ways to mitigate climate change.

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CHANGE: A Place-Based Curriculum for Understanding Climate Change at Storm Peak Laboratory, Colorado

Bulletin of the American Meteorological Society ◽

10.1175/2011bams3026.1 ◽

2011 ◽

Vol 92 (7) ◽

pp. 909-918 ◽

Cited By ~ 16

Author(s):

A. Gannet Hallar ◽

Ian B. McCubbin ◽

Jennifer M. Wright

Keyword(s):

Climate Change ◽

Middle School ◽

Middle School Students ◽

Global Climate ◽

Climate Science ◽

High Elevation ◽

School Students ◽

Independent Evaluation ◽

Hands On ◽

Classroom Lesson

Curriculum in High Altitude Environments for Teaching Global Climate Change Education (CHANGE) uses place-based education to teach middle school students about meteorology and climate as a basis to improve climate science literacy. The curriculum provides in-school and out-of-school instruction and connects students with scientists at Storm Peak Laboratory, a high-elevation atmospheric research facility above Steamboat Springs, Colorado. Following an initial 2-h classroom lesson, students record their own measurements of temperature, pressure, wind speed, and particle concentrations while traveling up the mountain to Storm Peak Laboratory. After returning to the classroom, students graph these data and analyze their results. Evaluation of this program showed that students improved their knowledge of key concepts pertaining to climate literacy. The hands-on, place-based format of CHANGE can be used as a model for middle school students in alpine communities to teach lessons in weather and climate and can be further refined by improved lesson plans, increased feedback to students, and an independent evaluation.

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Plausibility reappraisals and shifts in middle school students' climate change conceptions

Learning and Instruction ◽

10.1016/j.learninstruc.2013.03.001 ◽

2013 ◽

Vol 27 ◽

pp. 50-62 ◽

Cited By ~ 72

Author(s):

Doug Lombardi ◽

Gale M. Sinatra ◽

E. Michael Nussbaum

Keyword(s):

Climate Change ◽

Middle School ◽

Middle School Students ◽

School Students ◽

And Shifts

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A Socioscientific Issue Approach to Understanding Middle School Students' Beliefs and Intentions Toward Climate Change

10.4018/978-1-6684-3686-8.ch020 ◽

2022 ◽

pp. 394-425

Author(s):

Wardell A. Powell

Keyword(s):

Climate Change ◽

Middle School ◽

Middle School Students ◽

Power Plants ◽

Waste Treatment ◽

Chief Executive ◽

Round Table ◽

Round Table Discussion ◽

School Students ◽

Mitigate Climate Change

This chapter is a demonstration of how to use socioscientific issues to impact middle school students' beliefs and intentions towards climate change. Fifty-one middle school students from a summer enrichment program in the Northeastern United States participated in this study. The duration of this curricular unit took place over six consecutive one-hour class periods. The researcher utilized quantitative and qualitative procedures to analyze the students' abilities to think critically and to argue persuasively about their beliefs and intentions about climate change. The results indicate that the students concluded that human actions are a significant factor in climate change. The students' intentions to act, as well as their desire to encourage others to take actions necessary to mitigate climate change, were compelling. Additionally, the knowledge the students gained from the interventions used enhanced their abilities to write persuasively to the chief executive officers from power plants and waste treatment facilities to a round table discussion on ways to mitigate climate change.

Download Full-text