Weitere Kapitel dieses Buchs durch Wischen aufrufen
The development and evaluation of the instructional module, Southeastern Forests and Climate Change, provided a platform to conduct social science research that has the capacity to improve sustainability education and our ability to achieve target outcomes. In addition to conveying information about climate change and forest management to secondary science students, the module was designed to empower learners to take action and build skills in systems thinking. We applied Hope Theory in the design of the 14 activities and measured hope among high school students who participated in the evaluation of the activities. Activities helped learners understand how others are working on climate issues, how forest owners adapt management protocols, and how individuals can contribute to solutions—all of which help nurture hopefulness and efficacy. We also focused on developing systems thinking skills by providing opportunities for students to learn and practice common systems tools, such as causal loop diagrams. High school students (n = 924) from 24 schools in the southeastern United States completed pre-and post-activity surveys that assessed knowledge, hope, and systems thinking skills. Data suggest that there was a significant increase in hope concerning climate change, and a significant increase in systems thinking skills after some activities. Knowledge of forest management, carbon cycle, the role of forests in mitigating climate change, life cycle assessment, and product externalities also significantly increased. In this article, we describe the principles used to design the activities, the results, and the implications of this social science research.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Averill, J. R., Catlin, G., & Chon, K. K. (1990). Rules of hope. New York: Springs-Verlan. CrossRef
Bandura, A. (eds.). (1995) Self-efficacy in changing societies. Cambridge: Cambridge University Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. CrossRef
Bofferding, L., & Kloser, M. (2015). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research, 21(2), 275–294. CrossRef
Bruininks, P., & Malle, B. F. (2005). Distinguishing hope from optimism and related affective states. Motivation and Emotion, 29, 327–355. CrossRef
Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88–108. CrossRef
Day, L., Hanson, K., Maltby, J., Proctor, C., & Wood, A. (2010). Hope uniquely predicts objective academic achievement above intelligence, personality, and previous academic achievement. Journal of Research in Personality, 44, 550–553. CrossRef
Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1997). The motivation to think in working and learnin g. In E. Jones (Ed.), Preparing competent college graduates: Setting new and higher expectations for student learning (pp. 67–79). San Francisco: Jossey-Bass.
Farran, C. J., Herth, K. A., & Popovich, J. M. (1995). Hope and hopelessness: Critical, clinical, constructs. Thousand Oaks: Sage.
Intergovernmental Panel on Climate Change (IPCC). (2007). Climate change 2007: Synthesis report. Contribution of working groups I, II, and III to the fourth assessment report of the Intergovernmental panel on climate change [Core Writing Team, Pachauri, R.K. and Reisinger, A. (Eds)]. Geneva: IPCC.
Intergovernmental Panel on Climate Change (IPCC). (2013). Climate change 2013: The physical science basis. Contribution of working group I to the fifth assessment report of the Intergovernmental Panel on Climate Change. [Stocker, T. F., D. Qin, G. K. Plattner, M. Tignor SK, Allen J, Boschung A, Nausels Y, Xia V, Bex PM, Midgley (Eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.
Johnson-laird, P. (1983). Mental models. Cambridge: Harvard University Press.
Kaplan, S., & Kaplan, R. (2009). Creating a larger role for environmental psychology: The Reasonable person model as an integrative network. Journal of Environmental Psychology, 2009, 1–11.
Lopez, S. J, Bouwkamp, J., Edwards, L. M., & Terramoto, Pedrotti J. (2000). Making hope happen via brief interventions. Paper presented at the second Positive Psychology Summit. Washington, DC.
Li C. J., & Monroe, M. C. (2017). Development and validation of the climate change hope scale for high school students. Environ Behav.
McGeer, V. (2004). The art of good hope. Annals of the American Academy of Political & Social Sciences, 592, 152–165. CrossRef
Monroe, M. C., Oxarart, A., & Plate, R. R. (2013). A role for environmental education in climate change for secondary science educators. Appl Envion Educ Comm, 12(1), 4–18. CrossRef
National Audubon Society (NAS). (2015). Audubon’s birds and climate change report. Retrieved from http://climate.audubon.org/.
National Research Council (NRC). (2012). Climate change: Evidence, impacts, and choices: Answers to common questions about the science of climate change. Washington: The National Academies Press USA. Retrieved from http://nas-sites.org/americasclimatechoices/more-resources-on-climate-change/climate-change-lines-of-evidence-booklet/.
National Research Council (NRC). (2011a). Climate stabilization targets: Emissions, concentrations, and impacts for decades to millennia. Washington: The National Academies Press USA.
National Research Council (NRC). (2011b). Informing an effective response to climate change. Washington: The National Academies Press USA.
NGSS Lead States. (2013). Next generation science standards: For states, By states. Washington: The National Academies Press.
Norman, D. (1983). Some observations on mental models. In D. Gentner and A. Stevens (eds.), Mental models (Lawrence Erlbaum Associates, Hillsdale, N. J., pp 6−14).
Ojala, M. (2007). Hope and worry: Exploring young people’s values, emotions, and behavior regarding global environmental problems, Örebro Studies in Psychology 11. PHD dissertation, Örebro University
Ojala, M. (2012). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625–664. CrossRef
Peterson, P. L., Swing, S. R., Braverman, M. T., & Buss, R. (1982). Students’ aptitudes and their reports of cognitive processes during direct instruction. Journal of Educational Psychology, 74, 535–547. CrossRef
Pettit, P. (2004). Hope and its place in mind. Annals of the American Academy of Political & Social Sciences, 592, 152–165. CrossRef
Sandri, O. J. (2013). Threshold concepts, systems and learning for sustainability. Environmental Education Research, 19(6), 810–822. CrossRef
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208–223. CrossRef
Selby, D., & Kagawa, F. (Eds.). (2015). Sustainability Frontiers: Critical and transformative voices from the borderlands of sustainability education. Germany: Budrich.
Senge, P., & Sterman, J. (1992). Systems thinking and organizational learning: Acting locally and thinking globally in the organization of the future. European Journal of Operational Research, 59(1), 137–150. CrossRef
Shepardson, D. P., Roychoudhury, A., Hirsch, A., Niyogi, D., & Top, S. M. (2014). When the atmosphere warms it rains and ice melts: Seventh grade students’ conceptions of a climate system. Environmental Education Research, 20(3), 333–353. CrossRef
Skaza, H., Crippen, K. J., & Carroll, K. R. (2013). Teachers’ barriers to introducing system dynamics in K-12 STEM curriculum. System Dynamics Review, 29(3), 157–169. CrossRef
Snyder, C. R. (Ed.). (2000). Handbook of hope: Theory, measures, and applications. San Diego: Academic Press.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820–826. CrossRef
Stave, K., & Hopper, M. (2007). What constitutes systems thinking? A proposed taxonomy. In Proceedings of the 26 th international conference of the system dynamics society. Athens.
Stotland, E. (1969). The psychology of hope. San Francisco: Jossey-Bass.
U.S. Census Bureau. (2013). 2013 Population estimates. Retrieved from. http://www.census.gov/popest/data/index.html.
U.S. Department of Agriculture Forest Service. (2013). Timber Product Output (TPO) Reports. Knoxville, TN: U.S. Department of Agriculture Forest Service, Southern Research Station. http://srsfia2.fs.fed.us/php/tpo_2009/tpo_rpa_int1.php. [May, 2013].
U.S. Global Climate Research Program. (2009). Global climate change impacts in the U.S. Washington: Cambridge University Press.
Uzzell, D. (1999). Education for environmental action in the community: New roles and relationships. Cambridge journal of education, 29(3), 397–413. CrossRef
- Integrating Social Science Research to Advance Sustainability Education
Christine Jie Li
Martha C. Monroe
Systemische Notwendigkeit zur Weiterentwicklung von Hybridnetzen