Exploring elementary students’ understanding of energy and climate change
Keywords:
elementary education, climate change, energy, elementary studentsAbstract
As environmental changes become a significant societal issue, elementary science curricula
need to develop students’ understanding about the key concepts of energy and climate change.
For teachers, developing quality learning experiences involves establishing what their
students’ prior understanding about energy and climate change are. A survey was developed to
explore what elementary students know and understand about renewable and non-renewable
sources of energy and their relationship to climate change issues. The findings from this
survey are reported in this paper.
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References
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change, greenhouse effects and ozone layer depletion. Journal of Science
Education and Technology, 13(2), 299-307.
Trumper, R. (1997). The need for change in elementary school teaching. Educational
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Tytler, R. (2002). Teaching for understanding in science: student conceptions research
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Sydney: Office of the Board of Studies.
Boyes, J. & Stanisstreet, M. (1997). Children’s Models of Understanding of Two Major
Global Environmental Issues (Ozone Layer and Greenhouse Effect). Research in
Science and Technological Education, 15(1), 19-29.
Cavanagh, S. (2007). Lessons About Climate Change Pose Many Challenges for
Science Teachers. Educational Week, 27:10, 1 – 16. Retrieved on 1st November
2007, from
http://www.edweek.org/ew/articles/2007/10/31/10warming.h27.html?print=1
Corney, G. (2000). Student geography teachers’ pre-conceptions about teaching
environmental topics. Environmental Education Research, 6(4), 313-329.
Dawson, C. (1997). Science teaching in the secondary schools. Sydney: Longmans.
Driver, R. (1985). Research into Childrens’ Ideas Book 2. London: Routledge.
The Key Stone Centre (2007). CSI Climate Status Investigations. Retrieved on 4th
November 2007, from http://www.keystonecurriculum.org
Kirwood, V. & Carr, M. (1988). Learning In Science Project (Energy) Final Report.
Science Education Research Unit, University of Waikato – Hamilton Teachers’
College Hamilton, NZ.
Osborne, R. &Freyberg, P. (1985). Learning in Science: The implications of children’s
science. Melbourne: Heinemann.
Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate
change, greenhouse effects and ozone layer depletion. Journal of Science
Education and Technology, 13(2), 299-307.
Trumper, R. (1997). The need for change in elementary school teaching. Educational
Research, 39(2), 157–174.
Tytler, R. (2002). Teaching for understanding in science: student conceptions research
and changing views of learning. Australian Science Teachers’ Journal, 48(3),
14-21.
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Published
2017-07-24
How to Cite
Boylan, C. (2017). Exploring elementary students’ understanding of energy and climate change. International Electronic Journal of Elementary Education, 1(1), 1–15. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/3
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