Climate change by the numbers: Leveraging mathematical skills for science learning online |
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| Institution: | 1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA;2. University of Auckland, Auckland, New Zealand;3. Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA;4. Department of Educational Studies, The Ohio State University, Columbus, OH, 43210, USA;1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Department of Teacher Education, University of Turku, Finland;2. Education Academy, Vytautas Magnus University, Lithuania;1. Department of Psychology, Ruhr University Bochum, Universitätsstr. 150, 44801, Bochum, Germany;2. Department of Psychology, TU Dortmund University, Emil-Figge-Str. 50, 44227, Dortmund, Germany;3. Department of Psychology, New York University, 6 Washington Place, New York, NY, 10003, USA;1. Institute of Educational Research, School of Education, University of Wuppertal, Germany;2. Institute for Educational Analysis Baden-Württemberg (IBBW), Stuttgart, Germany;3. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany |
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| Abstract: | The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers. |
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| Keywords: | Climate change Conceptual change Epistemic dispositions Numerical estimation Plausibility judgments Learning technology |
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