자료유형  

 학위논문

Control Number  

0017163852

International Standard Book Number  

9798384037194

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Zhong, Qiu.

Publication, Distribution, etc. (Imprint  

[S.l.] : Indiana University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

197 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

General Note  

Advisor: Maltese, Adam.

Dissertation Note  

Thesis (Ph.D.)--Indiana University, 2024.

Summary, Etc.  

요약Research has shown that teachers and students have difficulties in connecting climate change evidence with climate change claims. Such difficulties may come from the lack of knowledge about how scientific models and modeling work in climate science. Climate change as a complex system with a large time and land scale requires sophisticated epistemological knowledge to perceive. One of the most important natures of climate science is that it relies heavily on models. However, research about epistemological knowledge of climate models and modeling among teachers and students are very rare.To address this issue, I conducted an action research study by introducing a redesigned secondary science methods course that incorporated the epistemological knowledge of models and modeling within the context of climate change. The course is designed to enrich the understanding of scientific models and modeling, climate change, and model-based teaching strategies among preservice teachers (PSTs). By examining the effects of a science methods course deliberately centered on the mechanisms of models and modeling in the context of climate change, this study offers significant insights for teacher educators and researchers.The data sources include pre- and postquestionnaires, interviews, class discussion recordings, class artifacts, and the instructor's weekly reflection journal. Qualitative data analysis was employed to address the research questions. The findings revealed that PSTs' epistemological understanding of models centers on formulating explanations. Moreover, PSTs developed a range of strategies for model-based science instruction such as using diverse types of models. Additionally, they enhanced their knowledge of integrating climate change into various disciplines. These results will contribute to our understanding of PSTs' knowledge of climate models, informing teacher educators and researchers in designing more effective courses, workshops, and professional development opportunities for teaching climate change.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Climate change.

Subject Added Entry-Topical Term  

Environmental education.

Subject Added Entry-Topical Term  

Epistemology.

Index Term-Uncontrolled  

Climate models

Index Term-Uncontrolled  

Model-based teaching

Index Term-Uncontrolled  

Teacher education

Index Term-Uncontrolled  

Climate science

Index Term-Uncontrolled  

Professional development

Added Entry-Corporate Name  

Indiana University School of Education

Host Item Entry  

Dissertations Abstracts International. 86-03B.

Electronic Location and Access  

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Control Number  

joongbu:654824