Development of an Empirically-based Conditional Learning Progression for Climate Change

Abstract

Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n=294) and in-depth interviews (n=27) with middle school students. We examined learners understanding of four dimensions of climate change: The role of human activity, mechanism, impacts, and adaptation and mitigation. Findings were synthesized into a first step empirically supported LP for climate change that described a path from an initial to a sophisticated understanding of climate change.

Keywords

• climate change
• education
• learning progressions
• environmental education