期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：6
页码：1-16
DOI：10.29333/ejmste/103566
出版社：Pamukkale Univ Dept Sci Education
摘要：There is a need to approach environmental education (EE) topics, such as climate
change, with a framework that productively reflects its inherent complexity. This study
investigates how computational thinking (CT), specifically systems thinking (ST), may
prepare educators to teach climate change. As scientists increasingly rely on
computational techniques in their studies of complex EE topics, it is incumbent on
science education to provide learners with computational thinking opportunities. We
investigated how elementary preservice teachers (PSTs) in a science methods course
(N=35) adapted a curricular resource on the climate change topic of sea level rise to
integrate the CT practice of ST. Changes in their thinking were analyzed. Findings
suggest that PSTs prior to instruction held a limited understanding of climate systems,
often conflating weather and climate. Post instruction, their thinking expanded to
consider the relationships between carbon dioxide, global warming, ice melt, and sea
level rise. Further, many were able to describe these systems in a future EE teaching
activity for young learners. A major implication was the need to develop a continuum
of CT practices for elementary educators, with an emphasis on ST, for complex
environmental education topics, that could frame their pedagogical thinking for
climate change education.
关键词：computational thinking; climate change; systems thinking; preservice;
teachers
