Secondary students’ ideas about scientific concepts underlying climate change

References

• American Institute of Physics. 1998. “Operation physics: Children’s science misconceptions.” Accessed 4 Febrauary 2013. http://amasci.com/miscon/opphys.html.
   Google Scholar
• Andersson, B., and A. Wallin. 2000. “Students’ Understanding of the Greenhouse Effect, the Societal Consequences of Reducing CO2 Emissions and the Problem of Ozone Layer Depletion.” Journal of Research in Science Teaching 37(10): 1096–1111. doi:10.1002/1098-2736(200012)37:10<1096::AID-TEA4>3.0.CO;2-8.
   Web of Science ®Google Scholar
• Arslan, H.O., C. Cigdemoglu, and C. Moseley. 2012. “A Three-Tier Diagnostic Test to Assess Pre-Service Teachers’ Misconceptions about Global Warming, Greenhouse Effect, Ozone Layer Depletion, and Acid Rain.” International Journal of Science Education 34(11): 1667–1686. doi:10.1080/09500693.2012.680618.
   Web of Science ®Google Scholar
• Australian Curriculum, Assessment, and Reporting Authority. 2012. “The Australian Curriculum v3.0 Science Foundation to year 10 curriculum.” Accessed 12 February 2013. https://www.australiancurriculum.edu.au/f-10-curriculum/science/
   Google Scholar
• Ausubel, D.P. 1963. The Psychology of Meaningful Verbal Learning: An Introduction to School Learning. New York: Grune & Stratton.
   Google Scholar
• Bardar, E., E. Prather, and T. Slater. 2006. “Development and Validation of the Light and Spectroscopy Concept Inventory.” Astonomy Education Review 5. doi:10.3847/AER2006020.
   Google Scholar
• Bodner, G. M. 1986. “Constructivism: A Theory of Knowledge.” Journal of Chemical Education 63: 873–878. doi:10.3847/AER2006020.
   Web of Science ®Google Scholar
• Bodzin, A. M. 2011. “What Do Eighth Grade Students Know about Energy Resources?” In NARST 2011 Annual International Conference, Orlando, FL, USA.
   Google Scholar
• Bogdan, R. C., and S. K. Biklen. 2002. Qualitative Research for Education: An Introduction to Theories and Methods. 4th ed. Massachusetts, USA: Allyn & Bacon.
   Google Scholar
• Bord, R. J., R. E. O’Connor, and A. Fisher. 2000. “In What Sense Does the Public Need to Understand Global Climate Change?” Public Understanding of Science 9(3): 205–218. doi:10.1088/0963-6625/9/3/301.
   Web of Science ®Google Scholar
• Box, M. A., and G. P. Box. 2015. Physics of Radiation and Climate. CRC Press.
   Google Scholar
• Boyes, E., and M. Stanisstreet. 1993. “The “Greenhouse Effect”: Children’s Perceptions of Causes, Consequences and Cures.” International Journal of Science Education 15(5): 531–552. doi:10.1080/0950069930150507.
   Web of Science ®Google Scholar
• Braun, V., V. Clarke, N. Hayfield, and G. Terry. 2019. “Thematic Analysis.” In Handbook of Research Methods in Health Social Sciences, edited by Pranee Liamputtong, 843–860. Singapore: Springer Singapore. 10.1007/978-981-10-5251-4_103.
   Google Scholar
• Browne, K. P., and P. W. Laws. 2003. “Exploring the Greenhouse Effect through Physics-Oriented Activities.” Physics Education 38(2): 115–122. doi:10.1088/0031-9120/38/2/302.
   Google Scholar
• Chang, C.-H., and L. Pascua. 2016. “Singapore Students’ Misconceptions of Climate Change.” International Research in Geographical and Environmental Education 25(1): 84–96. doi:10.1080/10382046.2015.1106206.
   Web of Science ®Google Scholar
• Climate Literacy Network. 2009. “Climate literacy: The essential principles of climate science.” Accessed 3 February 2013. http://www.cleanet.org/cln/climateliteracy.html.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. Abingdon, UK: Routledge.
   Google Scholar
• Comins, N.F. 2003. Heavenly Errors: Misconceptions about the Real Nature of the Universe. New York, USA: Columbia University Press.
   Google Scholar
• Conrad, C., and R.C. Serlin. 2006. The SAGE Handbook for Research in Education: Engaging Ideas and Enriching. California, USA: Sage.
   Google Scholar
• Daniel, B., M. Stanisstreet, and E. Boyes. 2004. “How Can We Best Reduce Global Warming? School Students’ Ideas and Misconceptions.” International Journal of Environmental Studies 61(2): 211–222. 10.1080/0020723032000087907. doi:10.1080/0020723032000087907.
   Google Scholar
• Diment, K. 2010. “A Prototype Open Source Toolkit for Comprehensive, Flexible and Extendable Computer Assisted Qualitative Data Analysis.” In 5th International Conference on Qualitative Research in IT & IT in Qualitative Research (QualIT2010). Brisbane: Queensland University of Technology.
   Google Scholar
• Dove, J. 1996. “Student Teacher Understanding of the Greenhouse Effect, Ozone Layer Depletion and Acid Rain.” Environmental Education Research 2(1): 89–100. doi:10.1080/1350462960020108.
   Google Scholar
• Ebert-May, D., J. Batzli, and H. Lim. 2003. “Disciplinary Research Strategies for Assessment of Learning.” BioScience 53(12): 1221–1228. doi:10.1641/0006-3568(2003)053[1221:DRSFAO.2.0.CO;2]
   Web of Science ®Google Scholar
• Ebert-May, D., K. Williams, D. Luckie, and J. Hodder. 2004. “Climate Change: Confronting Student Ideas.” Frontiers in Ecology and the Environment 2(6): 324–325. doi:10.1890/1540-9295(2004)002[0324:CCCSI.2.0.CO;2]
   Web of Science ®Google Scholar
• Evans, D. L., G. L. Gray, S. Krause, J. Martin, C. Midkiff, B. M. Notaros, M. Pavelich, et al. 2003. “Progress on Concept Inventory Assessment Tools in Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference.” T4G1–T4G8, Westminster, Colorado, USA, November 5–8.
   Google Scholar
• Everitt, B. S. 1992. The Analysis of Contingency Tables. Florida, USA: Chapman and Hall/CRC.
   Google Scholar
• Gautier, C., K. Deutsch, and S. Rebich. 2006. “Misconceptions about the Greenhouse Effect.” Journal of Geoscience Education 54(3): 386–395. doi:10.5408/1089-9995-54.3.386.
   Google Scholar
• Gibbs, A. 1997. “Focus Groups.” University of Surrey Social Research Update 19. Accessed 15 May 2017. http://sru.soc.surrey.ac.uk/SRU19.html.
   Google Scholar
• Goldring, H., and J. Osborne. 1994. “’Students’ Difficulties with Energy and Related Concepts.” Physics Education 29(1): 26–32. 10.1088/0031-9120/29/1/006 doi:10.1088/0031-9120/29/1/006.
   Google Scholar
• Gowda, M. V. R., J. C. Fox, and R. D. Magelky. 1997. “Students’ Understanding of Climate Change: Insights for Scientists and Educators.” Bulletin of the American Meteorological Society 78(10): 2232–2240. doi:10.1175/1520-0477-78.10.2232.
   Web of Science ®Google Scholar
• Hansen, P. J. 2010. “Knowledge about the Greenhouse Effect and the Effects of the Ozone Layer among Norwegian Pupils Finishing Compulsory Education in 1989, 1993, and 2005—What Now?” International Journal of Science Education 32(3): 397–419. doi:10.1080/09500690802600787.
   Web of Science ®Google Scholar
• Henriques, L. 2002. “Children’s Ideas about Weather: A Review of the Literature.” School Science and Mathematics 102(5): 202–215. doi:10.1111/j.1949-8594.2002.tb18143.x.
   Google Scholar
• Herman, G. L. 2011. “The Development of a Digital Logic Concept Inventory.” PhD diss., University of Illinois.
   Google Scholar
• Hestenes, D., M. Wells, and G. Swackhamer. 1992. “Force Concept Inventory.” The Physics Teacher 30(3): 141–158. doi:10.1119/1.2343497.
   Google Scholar
• Intergovernmental Panel on Climate Change. 2014. “Climate change 2014 impacts, adaptation and vulnerability part a: global and sectoral aspects.” Accessed 12 May 2017. http://www.ipcc.ch./report/ar5/index.shtml.
   Google Scholar
• Jarrett, L. 2013. Investigating secondary school students' understanding of climate change. University of Wollongong Thesis Collection 1954–2016.
   Google Scholar
• Jarrett, L., B. Ferry, and G. Takacs, 2012. Development and validation of a concept inventory for introductory-level climate change science. International Journal of Science and Mathematics Education 20 (2): 25–41.
   Google Scholar
• Jarrett, L. E., G. Takacs, and B. Ferry. 2011. What scientific concepts are required to understand climate change?. Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) 17, Melbourne, Vic, Australia.
   Google Scholar
• Kidd, P. S., and M. B. Parshall. 2000. “Getting the Focus and the Group: Enhancing Analytical Rigor in Focus Group Research.” Qualitative Health Research 10(3): 293–308. doi:10.1177/104973200129118453.
   PubMed Web of Science ®Google Scholar
• Koulaidis, V., and V. Christidou. 1999. “Models of Students’ Thinking concerning the Greenhouse Effect and Teaching Implications.” Science Education 83(5): 559–576. doi:10.1002/(SICI)1098-237X(199909)83:5<559::AID-SCE4>3.0.CO;2-E.
   Web of Science ®Google Scholar
• Lambert, J. 2005. “Students’ Conceptual Understandings of Science after Participating in a High School Marine Science Course.” Journal of Geoscience Education 53(5): 531. doi:10.5408/1089-9995-53.5.531.
   Google Scholar
• Lambert, J., J. Lindgren, and R. Bleicher. 2012. “Assessing Elementary Science Methods Students’ Understanding about Global Climate Change.” International Journal of Science Education 34(8): 1167–1187. doi:10.1080/09500693.2011.633938.
   Web of Science ®Google Scholar
• Lederman, L. C. 1990. “Assessing Educational Effectiveness: The Focus Group Interview as a Technique for Data Collection 1.” Communication Education 39(2): 117–127. doi:10.1080/03634529009378794.
   Web of Science ®Google Scholar
• Lombardi, D., G. M. Sinatra, and E. M. Nussbaum. 2013. “Plausibility Reappraisals and Shifts in Middle School Students’ Climate Change Conceptions.” Learning and Instruction 27: 50–62. doi:10.1016/j.learninstruc.2013.03.001.
   Web of Science ®Google Scholar
• Madsen, J., E. Gerhman, and D. Ford. 2007. “How Much of the Science of Climate Change Does the Public Really Understand? Evaluation of University Students’ Ideas on the Carbon Cycle.” In American Geophysical Union, Fall Meeting, San Francisco, USA.
   Google Scholar
• Marton, F. 1981. Phenomenography — Describing conceptions of the world around us. Instructional Science 10 (2): 177–200. https://doi.org/10.1007/BF00132516
   Web of Science ®Google Scholar
• Mason, L., and M. Santi. 1998. “Discussing the Greenhouse Effect: Children’s Collaborative Discourse Reasoning and Conceptual Change.” Environmental Education Research 4(1): 67. doi:10.1080/1350462980040105.
   Google Scholar
• McCaffrey, M. S., and S. M. Buhr. 2008. “Clarifying Climate Confusion: Addressing Systemic Holes, Cognitive Gaps, and Misconceptions through Climate Literacy.” Physical Geography 29(6): 512–528. 10.2747/0272-3646.29.6.512. doi:10.2747/0272-3646.29.6.512.
   Web of Science ®Google Scholar
• McNeill, K. L., and M. H. Vaughn. 2012. “Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions around Climate Change.” Research in Science Education 42(2): 373–299. doi:10.1007/s11165-010-9202-5.
   Web of Science ®Google Scholar
• Meadows, G., and R. L. Wiesenmayer. 1999. “Identifying and Addressing Students’ Alternative Conceptions of the Causes of Global Warming: The Need for Cognitive Conflict.” Journal of Science Education and Technology 8(3): 235–239.
   Google Scholar
• Mohan, L., J. Chen, and C. W. Anderson. 2009. “Developing a Multi‐Year Learning Progression for Carbon Cycling in Socio‐Ecological Systems.” Journal of Research in Science Teaching 46(6): 675–698. doi:10.1002/tea.20314.
   Web of Science ®Google Scholar
• New South Wales Board of Studies. 2003. “Science years 7-10 syllabus.” Accessed 2 November 2011. http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/science_710_syl.pdf.
   Google Scholar
• Novak, J. D. 1990. “Concept Mapping: A Useful Tool for Science Education.” Journal of Research in Science Teaching 27(10): 937–949. 10.1002/tea.3660271003. doi:10.1002/tea.3660271003.
   Web of Science ®Google Scholar
• Osborne, J., and S. Collins. 2001. “Pupils’ Views of the Role and Value of the Science Curriculum: A Focus-Group Study.” International Journal of Science Education 23(5): 441–467. doi:10.1080/09500690010006518.
   Web of Science ®Google Scholar
• Österlind, K. 2005. “Concept Formation in Environmental Education: 14-Year Olds’ Work on the Intensified Greenhouse Effect and the Depletion of the Ozone Layer.” International Journal of Science Education 27(8): 891–908.
   Web of Science ®Google Scholar
• Pompea, S. M., E. F. Dokter, C. E. Walker, and R. T. Sparks. 2007. “Using Misconceptions Research in the Design of Optics Instructional Materials and Teacher Professional Development Programs.” In Proceedings of Education and Training in Optics and Photonics 2007. New York: OSA Publishing.
   Google Scholar
• Rabiee, F. 2004. “Focus-Group Interview and Data Analysis.” Proceedings of the Nutrition Society 63(4): 655–660. 10.1079/PNS2004399. doi:10.1079/PNS2004399.
   PubMed Web of Science ®Google Scholar
• Ratinen, I., J. Viiri, and S. Lehesvuori. 2012. “Primary School Student Teachers’ Understanding of Climate Change: Comparing the Results Given by Concept Maps and Communication Analysis.” Research in Science Education 43(5): 1801–1823. doi:10.1007/s11165-012-9329-7.
   Web of Science ®Google Scholar
• Rule, A. 2005. “Elementary Students’ Ideas Concerning Fossil Fuel Energy.” Journal of Geoscience Education 53(3): 309–318. doi:10.5408/1089-9995-53.3.309.
   Google Scholar
• Rye, J. A., P. A. Rubba, and R. L. Wiesenmayer. 1997. “An Investigation of Middle School Students’ Alternative Conceptions of Global Warming.” International Journal of Science Education 19(5): 527–551. doi:10.1080/0950069970190503.
   Web of Science ®Google Scholar
• Schreiner, C., E. K. Henriksen, and P. J. Hansen. 2005. “Climate Education: Empowering Today’s Youth to Meet Tomorrow’s Challenges.” Studies in Science Education 41(1): 3–49. doi:10.1080/03057260508560213.
   Google Scholar
• Shepardson, D. P., S. Choi, D. Niyogi, and U. Charusombat. 2011. “Seventh Grade Students’ Mental Models of the Greenhouse Effect.” Environmental Education Research 17(1): 1–17. doi:10.1080/13504620903564549.
   Web of Science ®Google Scholar
• Shepardson, D. P., D. Niyogi, S. Choi, and U. Charusombat. 2009. “Seventh Grade Students’ Conceptions of Global Warming and Climate Change.” Environmental Education Research Research 15(5): 549–570. doi:10.1080/13504620903114592.
   Web of Science ®Google Scholar
• Shepardson, D. P., D. Niyogi, A. Roychoudhury, and A. Hirsch. 2012. “Conceptualizing Climate Change in the Context of a Climate System: Implications for Climate and Environmental Education.” Environmental Education Research 18(3): 323–352. doi:10.1080/13504622.2011.622839.
   Web of Science ®Google Scholar
• Sibley, D. F., C. W. Anderson, M. Heidemann, J. E. Merrill, J. M. Parker, and D. W. Szymanski. 2007. “Box Diagrams to Assess Students’ Systems Thinking about the Rock, Water and Carbon Cycles.” Journal of Geoscience Education 55(2): 138. doi:10.5408/1089-9995-55.2.138.
   Google Scholar
• Smith, E. L., and C. W. Anderson. 1986. “Alternative Student Conceptions of Matter Cycling in Ecosystems.” National Association of Research in Science Teaching, NARST Annual Meeting, San Fransisco, CA, USA.
   Google Scholar
• Stavy, R., Y. Eisen, and D. Yaakobi. 1987. “How Students Aged 13-15 Understand Photosynthesis.” International Journal of Science Education 9(1): 105–115. doi:10.1080/0950069870090111.
   Web of Science ®Google Scholar
• Stone, A. 2006. “A Psychometric Analysis of the Statistics Concept Inventory.” PhD diss., University of Oklahoma.
   Google Scholar
• Treagust, D. F. 1988. “Development and Use of Diagnostic Tests to Evaluate Students’ Misconceptions in Science.” International Journal of Science Education 10(2): 159–169. doi:10.1080/0950069880100204.
   Web of Science ®Google Scholar
• Varela, B., V. Sesto, and I. García-Rodeja. 2018. “An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect.” Research in Science Education 48 (1): 1–26. 10.1007/s11165-018-9703-1.
   Google Scholar
• Versprille, A. N., and M. H. Towns. 2015. “General Chemistry Students’ Understanding of Climate Change and the Chemistry Related to Climate Change.” Journal of Chemical Education 92(4): 603–609. doi:10.1021/ed500589g.
   Web of Science ®Google Scholar
• Wandersee, J. H. 1986. “Can the History of Science Help Science Educators Anticipate Students’ Misconceptions?”Journal of Research in Science Teaching 23(7): 581–597. doi:10.1002/tea.3660230703.
   Web of Science ®Google Scholar
• White, R. T., and R. Gunstone. 1992. Probing Understanding. Abingdon, UK: Routledge.
   Google Scholar