Development of an Empirically-based Conditional Learning Progression for Climate Change

Wayne Breslyn; Andrea Drewes; J Randy McGinnis; Emily Hestness; Chrystalla Mouza

Wayne Breslyn School of Education, University of Maryland, College Park, 2226 Benjamin Building, College Park, MD, USA http://orcid.org/0000-0002-4185-3072
Andrea Drewes University of Delaware, School of Education, 113 Willard Hall Education Building, Newark, DE, USA
J Randy McGinnis School of Education, University of Maryland, College Park, 2226 Benjamin Building, College Park, MD, USA
Emily Hestness School of Education, University of Maryland, College Park, 2226 Benjamin Building, College Park, MD, USA
Chrystalla Mouza University of Delaware, School of Education, 113 Willard Hall Education Building, Newark, DE, USA

Abstract

Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions conceptual framework, we develop a description of student learning of climate change based on our research findings and an extensive review of the science education research literature. In this exploratory study we present findings from written assessments (N=294) and in-depth interviews (n=27) with middle school students in which we examine their understanding of the role of human activity, mechanism, impacts, and adaptation and mitigation of climate change. Findings, along with evidence from the science education research literature, are synthesized into a first step empirically supported learning progression describing a path from an initial to a developed understanding of climate change. The empirically supported learning progression contributes to the climate change education research literature and provides the education community with a robust description of how student understanding of climate change advances over time.

Author Biography

Wayne Breslyn, School of Education, University of Maryland, College Park, 2226 Benjamin Building, College Park, MD, USA

Dr. Breslyn is a Research Associate at the University of Maryland, College Park working with the Maryland and Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) grant from the National Science Foundation. His research interests include disciplinary differences in secondary science instruction, inquiry-based teaching and learning, and technology in education. Dr. Breslyn is a National Board Certified Teacher with over ten yearsâ€™ science teaching experience. He currently teaches high school (Chemistry and Biomedical Innovations) mornings and works with MADE-CLEAR afternoons.

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