Middle and high school students’ conceptions of climate change mitigation and adaptation strategies     

Laura Bofferding  Matthew Kloser 《Environmental Education Research》2015,21(2):275-294

Both scientists and policy-makers emphasize the importance of education for influencing pro-environmental behavior and minimizing the effects of climate change on biological and physical systems. Education has the potential to impact students’ system knowledge – their understanding of the variables that affect the climate system – and action knowledge – their understanding of behaviors that can impact the system. Research on climate change education has largely focused on system and action knowledge that address mitigation while overlooking equally necessary adaptive responses. This study used a pre/post-test format to identify aspects of middle and high school students’ climate system knowledge and action knowledge of both mitigation of and adaptation to climate change. Results indicate that adolescents currently conflate climate change mitigation strategies with unrelated environmental problems far less than in previous surveys. However, students demonstrated limited understanding of adaptive responses to climate change. After engaging in an instructional unit on climate change, students expressed stronger system and action knowledge, but significant misconceptions remained that conflated mitigation of and adaptation to climate change.  相似文献   

Improving the Numerical Knowledge of Children with Autism Spectrum Disorder: The Benefits of Linear Board Games          下载免费PDF全文

Rajiv Satsangi  Laura Bofferding 《Journal of Research in Special Educational Needs》2017,17(3):218-226

A lack of numerical knowledge early on can impede a child's academic development. In past research, playing linear board games improved children's understanding of numerical relations, which the authors theorised could extend to children with autism spectrum disorder. For this pilot study, 10 children played a board game where they moved tokens across coloured tiles displaying the numbers 1–10. During gameplay, students in the experimental group focused on the numbers on the tiles, while the control group focused on the colours. The assessment consisted of a number line estimation task, where students placed numbers ranging from 1 to 9 on a blank number line. Results showed children in the experimental group experienced statistically significant improvement in their understanding of numerical relationships of numbers on the number line estimation task. Findings indicate extended experiences with linear board games can support the numerical development of children with autism spectrum disorder.  相似文献   

Finding the boundary of kindergarteners’ subtraction understanding: prospective teachers’ problem development and questioning     

Chen  Lizhen  Akarsu  Murat  Bofferding  Laura 《Journal of Mathematics Teacher Education》2022,25(1):91-118

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