Characterizing Middle Grade Students’ Integrated Alternative Science Knowledge about the Effects of Climate Change

Year 2017, Volume: 3 Issue: 2, 138 - 156, 31.07.2017

Sarah J Fick Nancy Butler Songer

https://doi.org/10.21891/jeseh.325792

Cited By: 3

Abstract

Recent reforms emphasize a shift in how students should learn and
demonstrate knowledge of science. These reforms call for students to learn
content knowledge using science and engineering practices, creating integrated
science knowledge. While there is existing literature about the development of
integrated science knowledge assessments, few studies examine the character of
alternative integrated science knowledge (AISK) that students demonstrate when
responding to these assessment items. This study describes the AISK middle
grade students demonstrate in response to integrated science tasks. Students
completed a pre-instruction task by making predictions, justifying their
predictions about the geographic range of species’ habitats, and adjusting that
prediction based on a climate change scenario. These findings revealed four
areas of AISK: 1) Climate Data Interpretation and Analysis, 2) Identifying
Climate Patterns, 3) Identifying Causes of Climate Patterns, and 4) Justifying
Climate Claims. For each area, specific patterns in AISK were identified and
described. The findings indicate that integrated assessments can provide insights
into students’ struggles coordinating science content and practices for
integrated knowledge products, and present a continuum to which students’ AISK
can be compared. This work has potential to be used for the development of
teaching strategies to support students’ developing integrated science
knowledge.

Keywords

Integrated knowledge, Middle grades, Climate change, Predictions

References

• Fick, S.J. & Songer, N.B. (2017). Characterizing middle grade students’ integrated alternative science knowledge about the effects of climate change. Journal of Education in Science, Environment and Health (JESEH), 3(2), 138-156.