دورية أكاديمية
A Citizen Science Approach to Teaching Climate Change in Introductory-Level Undergraduate General Science Courses
| العنوان: | A Citizen Science Approach to Teaching Climate Change in Introductory-Level Undergraduate General Science Courses |
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| اللغة: | English |
| المؤلفون: | Isaac S. Rosenthal (ORCID |
| المصدر: | Journal of Geoscience Education. 2024 72(3):233-244. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1821319 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Citizen Participation, Climate, Environmental Education, Introductory Courses, General Education, Undergraduate Students, Data Analysis, Information Literacy, Curriculum Implementation, Learning Activities, Electronic Learning, Earth Science, Biology, Student Attitudes, Self Efficacy, Learner Engagement |
| DOI: | 10.1080/10899995.2023.2292945 |
| تدمد: | 1089-9995 |
| مستخلص: | Hundreds of thousands of undergraduates enroll in general education science courses to fulfill university core requirements. However, many of these lecture-based courses fail to foster high-level data literacy skills. This work details the design, implementation, and analysis of a new climate change-based classroom activity for college students that pairs data interpretation with participation in an online citizen science project called Floating Forests (http://floatingforests.org). We pilot tested our activity in introductory geoscience and biology courses at six universities ([approximately] 1,500 students) during the 2020-2021 academic year. Additionally, we developed and validated a survey to assess how engagement with our activity impacted students' self-reported changes across four factors: (1) perceptions of the impacts of climate change, (2) data literacy self-efficacy, (3) beliefs about the value of citizen science, and (4) beliefs about science engagement. In a pre- to post-test comparison, students who utilized our activity in their courses showed statistically significant increases (p < 0.05) across all four factors. These results highlight the potential benefit of implementing data-driven, citizen science-based activities in introductory-level undergraduate courses. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1432573 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher | تدمد: | 1089-9995 |
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| DOI: | 10.1080/10899995.2023.2292945 |