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

Sutter AMK, Dauer JM, Kreuziger T, Schubert JC, Forbes CT (2019)


Publication Language: English

Publication Type: Journal article, Original article

Publication year: 2019

Journal

Book Volume: 28

Pages Range: 242-256

Journal Issue: 3

DOI: 10.1080/10382046.2019.1613586

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.

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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, 28(3), 242-256. https://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 28.3 (2019): 242-256.

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