Student Development and Use of Model-Based Explanations About Carbon Cycling and Climate Change

• In Event: 30.033 - Teaching and Learning Science

Abstract

Carbon cycling is a key natural system critical for understanding how and why climate change is occurring. However, the dynamic processes that comprise the carbon cycle makes understanding this system challenging. This study examines how engaging in the practices of modeling about carbon cycling within a socio-scientific curriculum about climate change supports secondary students in building this understanding. Models were completed at multiple time points and lessons culminated in developing a class consensus model. Our results indicate a continuum of conceptual knowledge and scientific reasoning about carbon cycling and climate change across the individual models, in which many students hold partial understandings. However, after students engaged in consensus modeling, results may suggest their partial understandings shift upwards within the continuum.

Authors

• Laura Zangori, University of Missouri - Columbia

• Mandy Peel, University of Missouri - Columbia

• Andrew T Kinslow, University of Missouri - Columbia

• Patricia J. Friedrichsen, University of Missouri - Columbia

• Troy D. Sadler, University of Missouri - Columbia