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Student Outcomes of Teaching About Socio-scientific Issues in Secondary Science Classrooms: Applications of EzGCM

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Abstract

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM). Results from the three teachers and their students (n = 240) within a single high school located in a midwestern state suggest that the technology-enhanced curriculum positively impacted students’ knowledge gains, regardless of the teacher who taught the course. We highlight the importance of using interactive tools, such as GCMs, in the classroom to facilitate both conceptual and epistemic learning. The engagement of students with the model and their teachers played a crucial role in enabling students to assess their own misconceptions, shift their belief systems, and develop a deeper understanding of the subject matter.

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Data Availability

The datasets generated during and analyzed during the current study are not publicly available to protect participant identity. Upon reasonable request, the corresponding author will provide a dataset with all possible identifying information removed.

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Acknowledgements

We would like to thank Kelsey Karnik, Brooke Mott, Isabella Catalano, Stacey Safarik, and Holly White for their contributions to this research, as well as the editorial team and the reviewers that provided valuable comments and feedback.

Funding

This material is based upon work supported by the National Science Foundation under Grant Nos. 1720838 and 1719872.

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Authors and Affiliations

  1. School of Natural Resources, University of Nebraska-Lincoln, 3310 Holdrege Street, Lincoln, NE, 68583, USA

    Kimberly Carroll Steward & David Gosselin

  2. NASA Goddard Institute for Space Studies, Columbia University, 2880 Broadway, New York, NY, 10025, USA

    Mark Chandler

  3. Department of Curriculum & Instruction, University of Texas at Arlington, 701 Planetarium Place, Arlington, TX, 76019, USA

    Cory T. Forbes

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  1. Kimberly Carroll Steward
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  2. David Gosselin
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  4. Cory T. Forbes
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Correspondence to Kimberly Carroll Steward.

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All methods presented in this study involving human participants were conducted following the ethical standards of the IRB Office of the University of Nebraska-Lincoln.

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All student participants in the study received approved IRB forms that explained the study procedures. Participation in the study was part of everyday classroom activities.

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Carroll Steward, K., Gosselin, D., Chandler, M. et al. Student Outcomes of Teaching About Socio-scientific Issues in Secondary Science Classrooms: Applications of EzGCM. J Sci Educ Technol 33, 195–207 (2024). https://doi.org/10.1007/s10956-023-10068-7

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