Date of Graduation
Fall 2015
Degree
Master of Science in Chemistry
Department
Chemistry and Biochemistry
Committee Chair
Bryan Breyfogle
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
Keywords
socioscientific issues, content knowledge, socioscientific reasoning, online discussion, chemistry for non-majors
Subject Categories
Chemistry
Copyright
© Helena Patricia De la Hoz De la Hoz
Recommended Citation
De la Hoz, Helena Patricia De la Hoz, "Socioscientific Issues: Development of Socioscientific Inquiry about Climate Change in a Non-Science Majors Chemistry Course" (2015). MSU Graduate Theses/Dissertations. 3007.
https://bearworks.missouristate.edu/theses/3007
