Student development of model‐based reasoning about carbon cycling and climate change in a socio‐scientific issues unit
Student development of model‐based reasoning about carbon cycling and climate change in a socio‐scientific issues unit
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学生在社会科学问题单元中发展关于碳循环和气候变化的基于模型的推理
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发表时间：
2017
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影响因子：
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通讯作者：
T. Sadler
中科院分区：
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作者：
Laura Zangori;Amanda Peel;Andrew T. Kinslow;Patricia J. Friedrichsen;T. Sadler
碳循环是一个关键的自然系统，需要强大的科学素养来理解气候变化是如何以及为什么发生的。研究表明，学生倾向于划分植物和动物体内的碳运动，并面临着理解全球范围内碳循环的挑战。研究还表明，学生们持有错误的气候变化模型，这阻碍了他们对气候变化如何以及为什么发生的推理。很少有研究探讨如何支持学生理解碳循环和推理碳循环和气候变化之间的关系。为了支持中学生建立这些联系，我们开发了一个以建模为中心的社会科学问题（SSI）为基础的课程单元，由同一位教师在中学生物课的三个部分授课。在为期2周的单元中的三个时间点，50名学生开发，使用，评估和修改了自己的碳循环模型，作为个人生物过程如何创建全球碳系统以及碳循环与气候变化之间关系的有意义的工具。一小部分学生（n = 16）也采访了他们的模型。我们构建了整体评分规则，以记录学生与每个模型相关的基于模型的推理，然后比较各个时间点的评分，以检查基于模型的推理在本单元课程中的潜在进展。结果表明，学生们必须对碳的转移和转化的因果机制有深刻的理解，以便将碳循环与气候变化联系起来。一旦他们对碳循环的理解变得强大，他们的推理就会转向复杂性，以理解碳循环和气候变化之间的相互关系。这项研究的影响表明，嵌入的SSI单元内的建模的做法，支持中学生建立强大的理解碳循环和气候变化的相互关系。© 2017 Wiley Periodicals，Inc. J Res Sci Teach 9999：XX-XX，2017
Carbon cycling is a key natural system that requires robust science literacy to understand how and why climate change is occurring. Studies show that students tend to compartmentalize carbon movement within plants and animals and are challenged to make sense of how carbon cycles on a global scale. Studies also show that students hold faulty models of climate change which thwart their reasoning about how and why climate change occurs. Very few studies have examined how to support students in understanding carbon cycling and reasoning about the relationships between carbon cycling and climate change. To support secondary students in making these connections, we developed a modeling-centered socio-scientific issue (SSI) based curriculum unit taught by the same teacher across three sections of a secondary biology class. At three time points within the 2-week unit, 50 students developed, used, evaluated, and revised their own carbon cycling models to use as sense-making tools for how individual biological processes create a global carbon system and the relationship between carbon cycling and climate change. A small subset of students (n = 16) were also interviewed about their models. We constructed holistic scoring rubrics to document students’ model-based reasoning associated with each model and then compared rubric scores across time points to examine potential progression of model-based reasoning over the course of the unit. Results suggest that students’ must hold a robust understanding of causal mechanisms for transfer and transformation of carbon in order to make connections between carbon cycling and climate change. Once their understanding of carbon cycling becomes robust, their reasoning shifts in complexity to understand interrelationships between carbon cycling and climate change. Implications from this study suggest that embedding the practices of modeling within a SSI unit supported secondary students in building robust understanding of carbon cycling and the interrelationship to climate change. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2017