Sixth grade students’ problematization of and decision-making about a wind energy socio-scientific issue

A. Mc Kinzie Sutter, Jenny M. Dauer, Tobias Kreuziger, Jan Schubert, Cory T. Forbes

Research output: Contribution to journalArticlepeer-review

Abstract

Little is known about how middle school students problematize socio-scientific issues (SSIs), particularly contemporary energy challenges. To address this need, we developed and implemented an instructional module focused on a local wind energy issue and conducted research to explore how sixth-grade students frame, reason, and make decisions about the issue using Construal Level Theory (CLT). Results from analysis of student artifacts (n = 116) and interviews (n = 16) suggest concrete thinkers have negative perceptions, whereas abstract thinkers have positive perceptions. This study’s findings have important implications for the design of SSI-based curriculum and instruction.

Original languageEnglish (US)
Pages (from-to)242-256
Number of pages15
JournalInternational Research in Geographical and Environmental Education
Volume28
Issue number3
DOIs
StatePublished - Jul 3 2019

Keywords

  • Construal Level Theory
  • middle school
  • renewable energy
  • Socio-scientific issue

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Education
  • Management, Monitoring, Policy and Law

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