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Exploring Secondary Science Preservice Teachers' Epistemological Knowledge of Models in Climate Change
Exploring Secondary Science Preservice Teachers' Epistemological Knowledge of Models in Climate Change
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152801
- ISBN
- 9798384037194
- DDC
- 370
- 저자명
- Zhong, Qiu.
- 서명/저자
- Exploring Secondary Science Preservice Teachers Epistemological Knowledge of Models in Climate Change
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 197 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Maltese, Adam.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Research has shown that teachers and students have difficulties in connecting climate change evidence with climate change claims. Such difficulties may come from the lack of knowledge about how scientific models and modeling work in climate science. Climate change as a complex system with a large time and land scale requires sophisticated epistemological knowledge to perceive. One of the most important natures of climate science is that it relies heavily on models. However, research about epistemological knowledge of climate models and modeling among teachers and students are very rare.To address this issue, I conducted an action research study by introducing a redesigned secondary science methods course that incorporated the epistemological knowledge of models and modeling within the context of climate change. The course is designed to enrich the understanding of scientific models and modeling, climate change, and model-based teaching strategies among preservice teachers (PSTs). By examining the effects of a science methods course deliberately centered on the mechanisms of models and modeling in the context of climate change, this study offers significant insights for teacher educators and researchers.The data sources include pre- and postquestionnaires, interviews, class discussion recordings, class artifacts, and the instructor's weekly reflection journal. Qualitative data analysis was employed to address the research questions. The findings revealed that PSTs' epistemological understanding of models centers on formulating explanations. Moreover, PSTs developed a range of strategies for model-based science instruction such as using diverse types of models. Additionally, they enhanced their knowledge of integrating climate change into various disciplines. These results will contribute to our understanding of PSTs' knowledge of climate models, informing teacher educators and researchers in designing more effective courses, workshops, and professional development opportunities for teaching climate change.
- 일반주제명
- Education
- 일반주제명
- Climate change
- 일반주제명
- Environmental education
- 일반주제명
- Epistemology
- 키워드
- Climate models
- 키워드
- Climate science
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152801
■006m o d
■007cr#unu||||||||
■020 ▼a9798384037194
■035 ▼a(MiAaPQ)AAI31556593
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aZhong, Qiu.▼0(orcid)0000-0001-6751-4661
■24510▼aExploring Secondary Science Preservice Teachers' Epistemological Knowledge of Models in Climate Change
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a197 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Maltese, Adam.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aResearch has shown that teachers and students have difficulties in connecting climate change evidence with climate change claims. Such difficulties may come from the lack of knowledge about how scientific models and modeling work in climate science. Climate change as a complex system with a large time and land scale requires sophisticated epistemological knowledge to perceive. One of the most important natures of climate science is that it relies heavily on models. However, research about epistemological knowledge of climate models and modeling among teachers and students are very rare.To address this issue, I conducted an action research study by introducing a redesigned secondary science methods course that incorporated the epistemological knowledge of models and modeling within the context of climate change. The course is designed to enrich the understanding of scientific models and modeling, climate change, and model-based teaching strategies among preservice teachers (PSTs). By examining the effects of a science methods course deliberately centered on the mechanisms of models and modeling in the context of climate change, this study offers significant insights for teacher educators and researchers.The data sources include pre- and postquestionnaires, interviews, class discussion recordings, class artifacts, and the instructor's weekly reflection journal. Qualitative data analysis was employed to address the research questions. The findings revealed that PSTs' epistemological understanding of models centers on formulating explanations. Moreover, PSTs developed a range of strategies for model-based science instruction such as using diverse types of models. Additionally, they enhanced their knowledge of integrating climate change into various disciplines. These results will contribute to our understanding of PSTs' knowledge of climate models, informing teacher educators and researchers in designing more effective courses, workshops, and professional development opportunities for teaching climate change.
■590 ▼aSchool code: 0093.
■650 4▼aEducation
■650 4▼aClimate change
■650 4▼aEnvironmental education
■650 4▼aEpistemology
■653 ▼aClimate models
■653 ▼aModel-based teaching
■653 ▼aTeacher education
■653 ▼aClimate science
■653 ▼aProfessional development
■690 ▼a0515
■690 ▼a0404
■690 ▼a0442
■690 ▼a0393
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163852▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
