Date of Graduation

Fall 2015

Degree

Master of Science in Chemistry

Department

Chemistry

Committee Chair

Bryan Breyfogle

Keywords

socioscientific issues, content knowledge, socioscientific reasoning, online discussion, chemistry for non-majors

Subject Categories

Chemistry

Abstract

The following presents a pre-/post-intervention design for the analysis of both content knowledge and Socioscientific Reasoning (SSR) about climate change. Participants were 82 non-science majors registered in a lecture-lab course. The atmospheric-related environmental problems diagnostic test (AREPDiT) was used as pre-test and post-test to evaluate students' conceptual understanding about climate change. Students learned scientific knowledge about climate change; their pre-test and post-test were statistically significant different (t (81) = 11.515, p = < 0.001) which is used as evidence of learning. The use of the laboratory experiment to teach about the greenhouse effect and the pre-lab video and quiz, effectively helped students to learn and to gain confidence when taking the post-test AREPDiT. College professors can address citizenship by the integration of socioscientific-based instructional materials, like the ones here presented, into their chemistry courses without changing their entire chemistry curriculum

Copyright

© Helena Patricia De la Hoz De la Hoz

Campus Only

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