Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson
{"title":"理解和应对学生在进行碳循环库和通量推理时面临的挑战","authors":"Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson","doi":"10.1080/00958964.2020.1847882","DOIUrl":null,"url":null,"abstract":"Abstract Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students’ approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students’ model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students’ model-based pool-and-flux reasoning. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1847882.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"98 - 117"},"PeriodicalIF":1.7000,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1847882","citationCount":"5","resultStr":"{\"title\":\"Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning\",\"authors\":\"Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson\",\"doi\":\"10.1080/00958964.2020.1847882\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students’ approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students’ model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students’ model-based pool-and-flux reasoning. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1847882.\",\"PeriodicalId\":47893,\"journal\":{\"name\":\"Journal of Environmental Education\",\"volume\":\"52 1\",\"pages\":\"98 - 117\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2020-11-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00958964.2020.1847882\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2020.1847882\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/00958964.2020.1847882","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning
Abstract Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students’ approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students’ model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students’ model-based pool-and-flux reasoning. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1847882.
期刊介绍:
Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.