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

doi:10.1080/10382046.2019.1613586

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

Daugherty Water for Food Global Institute

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

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 language	English (US)
Pages (from-to)	242-256
Number of pages	15
Journal	International Research in Geographical and Environmental Education
Volume	28
Issue number	3
DOIs	https://doi.org/10.1080/10382046.2019.1613586
State	Published - 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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10.1080/10382046.2019.1613586

Cite this

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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{\textquoteright}s findings have important implications for the design of SSI-based curriculum and instruction.",

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AU - Forbes, Cory T.

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

Abstract

Keywords

ASJC Scopus subject areas

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