Navigating complexity: a multifaceted approach to teaching climate change in middle school

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dc.authoridDURAK, Benzegul/0000-0002-1162-4658en_US
dc.contributor.authorDurak, Benzegul
dc.contributor.authorTopcu, Mustafa Sami
dc.date.accessioned2024-08-23T16:04:29Z
dc.date.available2024-08-23T16:04:29Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractGlobal climate change is one of the most significant challenges of the twenty first century, requiring its integration into K-12 science education curricula to foster informed and climate-literate citizens. However, challenges remain in effectively teaching climate change, including a lack of instructional materials and a reliance on traditional teaching methods that limit student engagement and understanding. To address these challenges, this study developed a unit that combines socioscientific issue-based instruction, scientific modeling, and systems thinking to improve climate education. The unit was implemented by a teacher trained in the Socioscientific Issues and Model-based Learning (SIMBL) framework and showed promising results. Students demonstrated an improved understanding of climate complexity, as evidenced by the inclusion of multiple factors in their system maps and the justification of policy decisions based on their knowledge. In addition, the integration of media literacy tools improved students' critical engagement with online content. Overall, the SIMBL unit facilitated transformative learning experiences that empowered students to understand and address the multifaceted challenges of climate change. The study suggests implications for teachers and advocates for adapting the sequence to various standards and socioscientific topics beyond climate change.en_US
dc.description.sponsorshipYildiz Technical University Scientific Research [SDK-2021-4626]en_US
dc.description.sponsorshipThis study was produced based on the first author's PhD dissertation supported by Yildiz Technical University Scientific Research Projects Coordination Unit with the project number SDK-2021-4626en_US
dc.identifier.doi10.1080/00368121.2024.2362161
dc.identifier.issn0036-8121
dc.identifier.issn1940-1302
dc.identifier.urihttps://doi.org/10.1080/00368121.2024.2362161
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14227
dc.identifier.wosWOS:001261739000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofScience Activities-Projects And Curriculum Ideas in Stem Classroomsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectClimate changeen_US
dc.subjectsocioscientific issueen_US
dc.subjectmodelingen_US
dc.subjectmodel-based learningen_US
dc.subjectIssuesen_US
dc.titleNavigating complexity: a multifaceted approach to teaching climate change in middle schoolen_US
dc.typeArticleen_US

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