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Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change

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Abstract

Developing solutions for complex issues such as global climate change requires an understanding of the mechanisms involved. This study reports on the impact of a technology-enhanced unit designed to improve understanding of global climate change, its mechanisms, and their relationship to everyday energy use. Global Climate Change, implemented in the Web-based Inquiry Science Environment (WISE), engages sixth-grade students in conducting virtual investigations using NetLogo models to foster an understanding of core mechanisms including the greenhouse effect. Students then test how the greenhouse effect is enhanced by everyday energy use. This study draws on three data sources: (1) pre- and post-unit interviews, (2) analysis of embedded assessments following virtual investigations, and (3) contrasting cases of two students (normative vs. non-normative understanding of the greenhouse effect). Results show the value of using virtual investigations for teaching the mechanisms associated with global climate change. Interviews document that students hold a wide range of ideas about the mechanisms driving global climate change. Investigations with models help students use evidence-based reasoning to distinguish their ideas. Results show that understanding the greenhouse effect offers a foundation for building connections between everyday energy use and increases in global temperature. An impediment to establishing coherent understanding was the persistence of an alternative conception about ozone as an explanation for climate change. These findings illustrate the need for regular revision of curriculum based on classroom trials. We discuss key design features of models and instructional revisions that can transform the teaching and learning of global climate change.

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Acknowledgments

This material is based upon work supported by the National Science Foundation under Cumulative Learning using Embedded Assessment Results (CLEAR, NSF Unit No. 0822388) and Technology Enhanced Learning in Science (TELS, ESI-0334199). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. University of California, Berkeley, Berkeley, CA, USA

    Tammie Visintainer & Marcia Linn

Authors
  1. Tammie Visintainer
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  2. Marcia Linn
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Corresponding author

Correspondence to Tammie Visintainer.

Appendices

Appendix 1: Pre Unit Interview Protocol

  1. 1.

    Students’ Conceptions of Global Climate Change: Elicit Ideas/Provide Access to Topic

    • Ecological Scenarios: Show picture that illustrates the consequences of global climate change (e.g. melting glaciers).

      • What do you think is happening in the picture?

        • Why? (Probe for description).

      • What other images come to mind?

        • Where did you hear about this/get these ideas?

    • Probe for causes of situation in picture:

      • What do you think is causing this to happen?

      • What processes are taking place?

        • Scaffold hint structure for potential causes

          • Why is _x_ happening? What’s causing it to happen?

          • How does _x_ make it warmer?

      • Are there other things/processes that might be related to what you see here?

    • Source of Ideas: Where did you get these ideas?

  2. 2.

    Reasoning: Mechanisms of Global Climate Change

    • Make Assertions: Natural and human actions causing increase in global temperature

      • Assertion example: “Some people say that all of the cars that people drive are warming the planet. Let’s assume this is true.”

        • Why would this be? (Probe for reasoning)

          • Allow students to construct narrative

        • How are (cars/natural processes etc.) related to the planet getting warmer? (Probe for reasoning)

          • Probe for mechanisms

    • Source of Ideas: Where did you get these ideas?

  3. 3.

    Reasoning: Energy Use

    • Elicit ideas about energy use:

      • In what ways do people use energy? (probe for examples)

      • What types of things you do at home that use energy? (probe for examples)

    • Show photos from Ecological Scenarios (above):

      • Do you think that this energy use is related to what’s happening here?

        • Why or why not?

        • Why would using energy make it warmer?

    • Source of Ideas: Where did you get these ideas?

  4. 4.

    Advice: Lowering Energy Use

    • What suggestions do you have for the best things your friend can do to lower his/her energy use?

      • Why would this action reduce your friend’s energy use?

        • Probe for mechanisms

      • Is this action related to global temperature? Why or why not?

        • If so, how?

    • Do you think it’s important to try and save energy? Why or why?

Appendix 2: Post Unit Interview Protocol

  1. 1.

    Students’ Conceptions of Global Climate Change: repeat questions for Pre Unit Interview (see Appendix 1)

  2. 2.

    Reasoning: Mechanisms of Global Climate Change: repeat questions for Pre Unit Interview (see Appendix 1)

  3. 3.

    Human Actions & Global Temperature: allow informed explanation from unit

    • During the unit you made a comparison of either: (1) eating meat versus littering or (2) driving vs. using electricity. Which comparison did you do? [Select scenario based on response.]

    • Scenario example: Turning off lights: “Jose’s parents tell him to turn off his lights to save energy. He found out during the unit that he saves more energy by walking than turning off his lights. Jose doesn’t think that leaving his lights on will have an impact on global temperature.”

      • Do you agree with Jose—why or why not?

        • What evidence supports your ideas?

      • How is leaving lights on related to the planet getting warmer?

        • What evidence supports your ideas?

      • Probe for mechanisms of global climate change:

        • How is energy used to turn lights on?

        • Why would this increase global temperature?

        • What happens to solar radiation?

        • How is solar different from infrared radiation?

    • Source of Ideas: Where did you get these ideas/this evidence?

  1. 4.

    Ideas About Energy Use: repeat questions for Pre Unit Interview (see Appendix 1)

  2. 5.

    Advice: Lowering Energy Use: repeat questions for Pre Unit Interview (see Appendix 1)

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Visintainer, T., Linn, M. Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. J Sci Educ Technol 24, 287–310 (2015). https://doi.org/10.1007/s10956-014-9538-0

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  • DOI: https://doi.org/10.1007/s10956-014-9538-0

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