Unpacking the connections between 8th graders' climate literacy and epistemic cognition
Bibliographic Data
| ID | 21353950 |
|---|---|
| Authors | Nathan Anderson Quarderer (0000-0001-6602-3174, CIRES/Earth Lab Boulder Colorado USA, corresponding author), Gavin W Fulmer (0000-0003-0007-1784, College of Education, Department of Teaching and Learning The University of Iowa Iowa City Iowa USA), Brian Hand (0000-0002-0574-7491, College of Education, Department of Teaching and Learning The University of Iowa Iowa City Iowa USA), Ted A Neal (College of Education, Department of Teaching and Learning The University of Iowa Iowa City Iowa USA), Ted Neal (University of Iowa) |
| Year | 2021 |
| Volume | 58 |
| Issue | 10 |
| Pages | 1527-1556 |
| Publication date | 2021-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21717 |
| OpenAlex | W3173462320 |
| Language | EN |
| Citations received | 8 |
| References cited | 108 |
Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic of climate change presents an epistemic challenge for science educators as they help students navigate through a sea of information that often contains competing claims. The study described here examines how climate literacy and epistemic cognition interact in a group of 8th grade students in the Midwestern United States. Findings from Rasch analysis of survey responses and coding of student interviews suggests a positive relationship between learners' climate literacy and epistemic cognition, with participants tending to exhibit quasi‐reflective judgment when justifying their beliefs about the causes and effects of climate change, how scientists come to know about Earth's climate, and the level of certainty that researchers have about changes to our climate system. Implications for the development of learning environments that help shape adolescents' epistemic cognition and engage with the topic of climate change using place‐based learning and teaching materials will be discussed
Certainty · Climate change · Climate science · Cognition · Conceptual change · Context (archaeology) · Epistemology · Geography · Literacy · Mathematics education · Pedagogy · Science education · Scientific Literacy · Sociology · Educational Strategies and Epistemologies · Environmental Education and Sustainability · Psychology · Science Education and Pedagogy
Embodied, Epistemic Cognition in Higher Science Education
Climate Change and the Social World
Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education
Sliding Doors
Unpacking Climate Literacy in Science Education
A self‐reported instrument to measure and foster students' science connection to life with the Care ‐ KNOW ‐ DO model and open schooling for sustainability
The climate change literacy of public officials in Taiwan
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change
Applying the Rasch Model
Rasch Analysis in the Human Sciences
Understanding students' practical epistemologies and their influence on learning through inquiry
Addressing Challenges to Public Understanding of Science
The Development of Epistemological Theories
Epistemic Cognition and Evaluating Information
Solving Measurement Problems With the Rasch Model
Climate Change Education for Mitigation and Adaptation
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
Overcoming skepticism with education
Adapt to more wildfire in western North American forests as climate changes
Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research
Climate Change in the American Mind
The curious case of climate change
Changing Teachers' Epistemic Cognition
The development of epistemological understanding
Students' and teachers' conceptions of the nature of science
Views of nature of science questionnaire
The development and validation of a learning progression for argumentation in science
How literacy in its fundamental sense is central to scientific literacy
Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse
Cognition, Metacognition, and Epistemic Cognition
The polarizing impact of science literacy and numeracy on perceived climate change risks
Quantifying the consensus on anthropogenic global warming in the scientific literature
Identifying effective climate change education strategies
Personal epistemology across cultures
Broadening epistemologies and methodologies in climate change education research
Assessing students’ learning about fundamental concepts of climate change under two different conditions
Secondary students’ ideas about scientific concepts underlying climate change
Seventh grade students' mental models of the greenhouse effect
Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change
A Developmental Model of Critical Thinking
Public understanding of climate change in the United States
Validity of psychological assessment
| Citations per year | 4 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |