RESEARCH PAPER
The Energy Concept and its Relation to Climate Literacy
 
More details
Hide details
1
Department of Biology Education, Leibniz Institute for Science and Mathematics Education (IPN), Olshausenstrasse 62, 24118 Kiel, GERMANY
2
Department of Physics Education, Leibniz Institute for Science and Mathematics Education (IPN), Olshausenstrasse 62, 24118 Kiel, GERMANY
Online publish date: 2019-03-15
Publish date: 2019-03-15
 
EURASIA J. Math., Sci Tech. Ed 2019;15(6):em1703
KEYWORDS
ABSTRACT
Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.
 
REFERENCES (70)
1.
Aksit, O., McNeal, K. S., Gold, A. U., Libarkin, J. C., & Harris, S. (2018). The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates. Journal of Research in Science Teaching, 55(4), 550-572. https://doi.org/10.1002/tea.21....
 
2.
Aksüt, P., Doğan, N., & Bahar, M. (2016). If you change yourself, the world changes: the effect of exhibition on preservice science teachers’ views about global climate change. Eurasia Journal of Mathematics, Science & Technology Education, 12(12). https://doi.org/10.12973/euras....
 
3.
Allum, N., Sturgis, P., Tabourazi, D., & Brunton-Smith, I. (2008). Science knowledge and attitudes across cultures: A meta-analysis. Public Understanding of Science, 17(1), 35–54. https://doi.org/10.1177/096366....
 
4.
Alonzo, A. C., & Gotwals, A. W. (Eds.). (2012). Learning progressions in science: Current challenges and future directions. Springer Science & Business Media.
 
5.
Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012a). Omani Pre-Service Science Teachers’ Views about Global Warming: Beliefs about Actions and Willingness to Act. International Journal of Environmental and Science Education, 7(2), 233–251.
 
6.
Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012b). Omani Students’ Views about Global Warming: Beliefs about Actions and Willingness to Act. International Research in Geographical and Environmental Education, 21(1), 21–39. https://doi.org/10.1080/103820....
 
7.
Arnold, J. C. (2018). An integrated model of decision-making in health contexts: the role of science education in health education. International Journal of Science Education, 40(5), 519-537. https://doi.org/10.1080/095006....
 
8.
Avramides, K., Craft, B., and Luckin, R. (2013). Modelling teenage personal contexts to support technology enhanced enquiry into personal energy consumption. Computers and Education, 69, 377–386. https://doi.org/10.1016/j.comp....
 
9.
Avramides, K., Craft, B., and Luckin, R. (2016). Understanding teenagers’ personal contexts to design technology that supports learning about energy consumption. Interactive Learning Environments, 24(1), 33–48. https://doi.org/10.1080/104948....
 
10.
Bedford, D. (2015). Does Climate Literacy Matter? A Case Study of US Students’ Level of Concern about Anthropogenic Global Warming. Journal of Geography, 1–11. https://doi.org/10.1080/002213....
 
11.
Besson, U., & Ambrosis, A. de. (2013). Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value. Science and Education, 23(6), 1309–1338. https://doi.org/10.1007/s11191....
 
12.
Boyes, E., and Stanisstreet, M. (1993). The ‘Greenhouse Effect ‘: children’s perceptions of causes, consequences and cures. International Journal of Science Education, 15(5), 531–552. https://doi.org/10.1080/095006....
 
13.
Boyes, E., Skamp, K., and Stanisstreet, M. (2009). Australian Secondary Students’ Views about Global Warming: Beliefs about Actions, and Willingness to Act. Research in Science Education, 39(5), 661–680. https://doi.org/10.1007/s11165....
 
14.
Breslyn, W., Drewes, A., McGinnis, J. R., Hestness, E., & Mouza, C. (2017). Development of an Empirically-Based Conditional Learning Progression for Climate Change. Science Education International, 28(3), 214-223.
 
15.
Breslyn, W., McGinnis, J. R., McDonald, R. C., & Hestness, E. (2016). Developing a learning progression for sea level rise, a major impact of climate change. Journal of Research in Science Teaching, 53(10), 1471–1499. https://doi.org/10.1002/tea.21....
 
16.
Chao, Y.-L., Chou, Y.-C., Yen, H.-Y., & Chen, S.-J. (2017). The Effects of Earth Science Textbook Contents on High School Students’ Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction. Science Education International, 28(1), 30–52.
 
17.
Chen, J., & Anderson, C. W. (2015). Comparing American and Chinese Students’ Learning Progression on Carbon Cycling in Socio-Ecological Systems. Science Education International, 26(4), 439-462.
 
18.
Choi, S., Niyogi, D., Shepardson, D. P., & Charusombat, U. (2010). Do Earth and Environmental Science Textbooks Promote Middle and High School Students’ Conceptual Development about Climate Change? Textbooks’ consideration of students’ misconceptions. Bulletin of the American Meteorological Society, 91(7), 889–898. https://doi.org/10.1175/2009BA....
 
19.
Christensen, R., & Knezek, G. (2018). Impact of Middle School Student Energy Monitoring Activities on Climate Change Beliefs and Intentions. School Science and Mathematics, 118(1-2), 43-52. https://doi.org/10.1111/ssm.12....
 
20.
Dietz, T., Dan, A., & Shwom, R. (2007). Support for Climate Change Policy: Social Psychological and Social Structural Influences. Rural Sociology, 72(2), 185–214. https://doi.org/10.1526/003601....
 
21.
Duit, R. (1984). Learning the energy concept in school-empirical results from the Philippines and West Germany. Physics Education, 19, 59.
 
22.
Duit, R. (1991). Students’ conceptual frameworks: Consequences for learning science. The psychology of learning science, 75(6), 649-72.
 
23.
Duit, R. (2014). Teaching and Learning the Physics Energy Concept. In R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. Nordine, and A. Scheff (Eds.), Teaching and Learning of Energy in K – 12 Education. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-....
 
24.
Flener-Lovitt, C. (2014). Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science. Journal of Chemical Education, 91(10), 1587–1593. https://doi.org/10.1021/ed4006....
 
25.
Frappart, S., Moine, M., Jmel, S., & Megalakaki, O. (2018). Exploring French adolescents’ and adults’ comprehension of the greenhouse effect. Environmental Education Research, 24(3), 378-405. https://doi.org/10.1080/135046....
 
26.
Giorgetta, M. A., Jungclaus, J., Reick, C. H., Legutke, S., Bader, J., Böttinger, M., . . . Stevens, B. (2013). Climate and carbon cycle changes from 1850 to 2100 in MPI-ESM simulations for the Coupled Model Intercomparison Project phase 5. Journal of Advances in Modeling Earth Systems, 5(3), 572–597. https://doi.org/10.1002/jame.2....
 
27.
Guy, S., Kashima, Y., Walker, I., & O’Neill, S. (2014). Investigating the effects of knowledge and ideology on climate change beliefs. European Journal of Social Psychology, 44(5), 421–429. https://doi.org/10.1002/ejsp.2....
 
28.
Hansen, P. J. K. (2010). Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005 -What Now? International Journal of Science Education, 32(3), 397–419. https://doi.org/10.1080/095006....
 
29.
Harlen, W. (2015). Working with Big Ideas of Science Education. Trieste: Science Education Programme of IAP.
 
30.
Herrmann‐Abell, C. F., & DeBoer, G. E. (2018). Investigating a learning progression for energy ideas from upper elementary through high school. Journal of Research in Science Teaching, 55(1), 68-93. https://doi.org/10.1002/tea.21....
 
31.
Higgins, J., & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0. Retrieved from http://handbook-5-1.cochrane.o....
 
32.
Hokayem, H., & Gotwals, A. W. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53(10), 1524-1545. https://doi.org/10.1002/tea.21....
 
33.
Jho, H., Yoon, H. G., & Kim, M. (2014). The relationship of science knowledge, attitude and decision making on socio-scientific issues: The case study of students’ debates on a nuclear power plant in Korea. Science & Education, 23(5), 1131-1151. https://doi.org/10.1007/s11191....
 
34.
Jin, H., & Anderson, C. W. (2012). A Learning Progression for Energy in Socio-Ecological Systems. Journal of Research in Science Teaching, 49(9), 1149–1180. https://doi.org/10.1002/tea.21....
 
35.
Jin, H., Zhan, L., & Anderson, C. W. (2013). Developing a fine-grained learning progression framework for carbon-transforming processes. International Journal of Science Education, 35(10), 1663-1697. https://doi.org/10.1080/095006....
 
36.
Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732–735. https://doi.org/10.1038/nclima....
 
37.
Kılınç, A., Boyes, E., & Stanisstreet, M. (2010). Turkish School Students and Global Warming: Beliefs and Willingness to Act. Eurasia Journal of Mathematics Science and Technology Education, 7(2), 121–134.
 
38.
Kılınç, A., Boyes, E., & Stanisstreet, M. (2013). Exploring Students’ Ideas about Risks and Benefits of Nuclear Power Using Risk Perception Theories. Journal of Science Education and Technology, 22(3), 252–266. https://doi.org/10.1007/s10956....
 
39.
Kılınç, A., Stanisstreet, M., & Boyes, E. (2008). Turkish Students’ Ideas about Global Warming. International Journal of Environmental and Science Education, 3(2), 89–98.
 
40.
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212–218.
 
41.
Law, M., Stewart, D., Letts, L., Pollock, N., Bosch, J., & Westmorland, M. (1998). Guidelines for critical review of qualitative studies. McMaster University Occupational Therapy Evidence-Based Practice Research Group.
 
42.
Lee, H. S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94(4), 665-688. https://doi.org/10.1002/sce.20....
 
43.
Lee, T. M., Markowitz, E. M., Howe, P. D., Ko, C.-Y., & Leiserowitz, A. A. (2015). Predictors of public climate change awareness and risk perception around the world. Nature Climate Change, 5(11), 1014–1020. https://doi.org/10.1038/nclima....
 
44.
Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Rosenthal, S. (2015). Climate change in the American mind. Yale University and George Mason University. New Haven, CT: Yale Program on Climate Change Communication. Retrieved from http://climatecommunication.ya....
 
45.
Leiserowitz, A., Smith, N., & Marlon, J. R. (2010). Americans’ Knowledge of Climate Change. Yale University and George Mason University. New Haven, CT: Yale Program on Climate Change Communication. Retrieved from http://environment.yale.edu/cl... ChangeKnowledge2010.pdf.
 
46.
Linn, M. C., Bell, P., & Davis, E. A. (2004). Specific design principles: Elaborating the scaffolded knowledge integration framework. Internet environments for science education, 315-340.
 
47.
Liu, W., Xie, S.-P., Liu, Z., & Zhu, J. (2017). Overlooked possibility of a collapsed Atlantic Meridional Overturning Circulation in warming climate. Science Advances, 3(1), e1601666. https://doi.org/10.1126/sciadv....
 
48.
Martens, T., & Rost, J. (1998). The relationship between the perceived threat of environmental problems and the formation of action intentions. Experimental Psychology, 45(4), 345–364.
 
49.
Mazze, S., & Stockard, J. (2013). Evaluating the Effectiveness of a Sustainable Living Education Program. Journal of Extension, 51(1).
 
50.
McGinnis, J. R., McDonald, C., Breslyn, W., & Hestness, E. (2017). Supporting the inclusion of climate change in US science education curricula by use of learning progressions. Teaching and learning about climate change: A framework for educators, 135-151.
 
51.
Mohan, L., Chen, J., and Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46(6), 675–698. https://doi.org/10.1002/tea.20....
 
52.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Group, P., et al. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097.
 
53.
Moss, R. H., Edmonds, J. A., Hibbard, K. A., Manning, M. R., Rose, S. K., van Vuuren, D. P., . . . Wilbanks, T. J. (2010). The next generation of scenarios for climate change research and assessment. Nature, 463(7282), 747–756. https://doi.org/10.1038/nature....
 
54.
National Research Council (NRC). (2012). A Framework for K-12 Science Education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academies Press.
 
55.
Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of research in science teaching, 50(2), 162-188. https://doi.org/10.1002/tea.21....
 
56.
Niebert, K., & Gropengießer, H. (2014). Understanding the greenhouse effect by embodiment–analysing and using students’ and scientists’ conceptual resources. International Journal of Science Education, 36(2), 277-303. https://doi.org/10.1080/095006....
 
57.
Opitz, S., Harms, U., Neumann, K., Kowalzik, K., & Frank, A. (2015). Students’ energy concepts at the transition between primary and secondary school. Research in Science Education, 49(5), 691–715. https://doi.org/10.1007/s11165....
 
58.
Pachauri, R. K., Allen, M. R., Barros, V. R., Broome, J., Cramer, W., Christ, R., ... Dubash, N. K. (2014). Climate change 2014: synthesis report. Contribution of Working Groups I, II and III to the fifth assessment report of the Intergovernmental Panel on Climate Change (p. 151). IPCC.
 
59.
Parker, J. M., de los Santos, Elizabeth X., & Anderson, C. W. (2013). What learning progressions on carbon-transforming processes tell us about how students learn to use the laws of conservation of matter and energy. Educación Química, 24(4), 399–406. https://doi.org/10.1016/S0187-....
 
60.
Parker, J. M., de los Santos, Elizabeth X., & Anderson, C. W. (2015). Learning progressions & climate change. The American Biology Teacher, 77(4), 232-238. https://doi.org/10.1525/abt.20....
 
61.
Sadler, T. D., Klosterman, M. L., & Topcu, M. S. (2011). Learning science content and socio-scientific reasoning through classroom explorations of global climate change. In Socio-scientific Issues in the Classroom (pp. 45-77). Springer, Dordrecht.
 
62.
Sakschewski, M., Eggert, S., Schneider, S., & Bögeholz, S. (2014). Students’ Socioscientific Reasoning and Decision-making on Energy-related Issues: Development of a measurement instrument. International Journal of Science Education, 36(14), 2291–2313. https://doi.org/10.1080/095006....
 
63.
Schramm, J. W., Jin, H., Keeling, E. G., Johnson, M., & Shin, H. J. (2018). Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression. Research in Science Education, 48(5), 887-911. https://doi.org/10.1007/s11165....
 
64.
Shepardson, D. P., Niyogi, D., Choi, S., & Charusombat, U. (2009). Seventh grade students’ conceptions of global warming and climate change. Environmental Education Research, 15(5), 549-570. https://doi.org/10.1080/135046....
 
65.
Svihla, V., & Linn, M. C. (2012). A design-based approach to fostering understanding of global climate change. International Journal of Science Education, 34(5), 651-676. https://doi.org/10.1080/095006....
 
66.
U.S. Global Change Research Program. (2009). Climate literacy: The essential principles of climate. Retrieved from https://downloads.globalchange... _english.pdf.
 
67.
Visintainer, T., & Linn, M. (2015). Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. Journal of Science Education and Technology, 24(2-3), 287–310. https://doi.org/10.1007/s10956....
 
68.
You, H. S., Marshall, J. A., & Delgado, C. (2018). Assessing students’ disciplinary and interdisciplinary understanding of global carbon cycling. J. Res. Sci. Teach. 55(3), 377–398. https://doi.org/10.1002/tea.21....
 
69.
Zangori, L., Peel, A., Kinslow, A., Friedrichsen, P., & Sadler, T. D. (2017). Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit. Journal of Research in Science Teaching, 54(10), 1249-1273. https://doi.org/10.1002/tea.21....
 
70.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research‐based framework for socioscientific issues education. Science education, 89(3), 357-377.
 
eISSN:1305-8223
ISSN:1305-8215