青少年对气候变化与土壤相互作用的先入为主观念——从气候变化教育的角度看自然地理主题

IF 2.6 3区地球科学 Q1 GEOGRAPHY

Journal of Geography Pub Date : 2022-03-04 DOI:10.1080/00221341.2022.2037011

Veronika Deisenrieder, Svenja Müller, Bettina Knoflach, Anna Oberrauch, C. Geitner, J. Stötter, Lars Keller

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引用次数: 2

摘要

气候变化教育(CCE)对气候变化与土壤相互作用(ICCS)的研究很少。分析中学生(n = 421)的先入为主的概念，发现大量的缺失答案(48.2%)，而剩余的参与者回答的复杂性水平为中等(33.3%)或低(11.5%)。自然和人文领域几乎没有相互联系，所提到的正反馈效应表明学生与高山地区的ICCS之间的空间距离。为了用更详细和区域性的概念弥补这些差距，迫切建议中央行政会议认真审议公务员制度委员会的内容。

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Young People’s Pre-Conceptions of the Interactions between Climate Change and Soils – Looking at a Physical Geography Topic from a Climate Change Education Perspective

Abstract The interactions of climate change and soils (ICCS) are scarcely examined in Climate Change Education (CCE). Analyzing the pre-conceptions of secondary school students (n = 421) reveals a high number of missing answers (48.2%), while residual participants responded with either medium (33.3%) or low (11.5%) complexity levels. The natural and the human sphere are scarcely interconnected and mentioned positive feedback effects indicate students’ spatial distance to the ICCS that occur in Alpine regions. In order to bridge these gaps with more elaborated and regional concepts, a careful consideration of ICCS content is urgently recommended for CCE.

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来源期刊

Journal of Geography GEOGRAPHY-

CiteScore

4.90

自引率

6.50%

发文量

期刊介绍： Journal of Geography is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.