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.
Authors with CRIS profile
Tobias Kreuziger
Lehrstuhl für Didaktik der Geographie
Jan Christoph Schubert
Lehrstuhl für Didaktik der Geographie
Related research project(s)
Involved external institutions
United States (USA) (US)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.
BibTeX: Download