Sixth grade students’ problematization of and decision-making about a wind energy socio-scientific issue

Journal article


Publication Details

Author(s): Sutter AMK, Dauer JM, Kreuziger T, Schubert JC, Forbes CT
Journal: International Research in Geographical and Environmental Education
Publication year: 2019
ISSN: 1038-2046
eISSN: 1747-7611


Abstract

Little is known about how middle school students problematize socio-scientific issues (SSIs), particularly contemporary energy challenges. To address this need, we developed and implemented an instructional module focused on a local wind energy issue and conducted research to explore how sixth-grade students frame, reason, and make decisions about the issue using Construal Level Theory (CLT). Results from analysis of student artifacts (n = 116) and interviews (n = 16) suggest concrete thinkers have negative perceptions, whereas abstract thinkers have positive perceptions. This study’s findings have important implications for the design of SSI-based curriculum and instruction.


FAU Authors / FAU Editors

Kreuziger, Tobias
Lehrstuhl für Didaktik der Geographie
Schubert, Jan Christoph Prof. Dr.
Lehrstuhl für Didaktik der Geographie


External institutions with authors

University of Nebraska-Lincoln


How to cite

APA:
Sutter, A.M.K., Dauer, J.M., Kreuziger, T., Schubert, J.C., & Forbes, C.T. (2019). Sixth grade students’ problematization of and decision-making about a wind energy socio-scientific issue. International Research in Geographical and Environmental Education. https://dx.doi.org/10.1080/10382046.2019.1613586

MLA:
Sutter, A. Mc Kinzie, et al. "Sixth grade students’ problematization of and decision-making about a wind energy socio-scientific issue." International Research in Geographical and Environmental Education (2019).

BibTeX: 

Last updated on 2019-28-05 at 15:08