Promoting Differentiation Between the Greenhouse Effect and Ozone Depletion in Middle School Science

• In Event: Learning Science Through Engaging in the Practices of Science

Abstract

In this research study we aim to understand what activities promote differentiation between effects of global warming and ozone depletion by having students focus on either energy flow or humans impacts in the climate system. We used simulations, graphs, and essays to focus student attention on these different perspectives in climate change. While students effectively learned about either human impacts or energy mechanisms, overall, students continued to struggle with differentiation. We also explored how students made use of system diagrams to investigate variables in each perspective, and looked at differences between classroom practices. To successfully differentiate between these complex issues, students may need the help of a “pivotal case” to contradict their expectations and directly engage with any non-normative ideas.

Authors

• Elizabeth McBride, University of California - Berkeley

• Jonathan Michael Vitale, University of California - Berkeley

• Marcia Linn, University of California - Berkeley