Learner Attributes and Technology-Enriched Environments Associated with Positive Climate Change Attitudes and Energy and Environmental Science Knowledge in Middle School Students
Description
Pre-post data from 764 treatment and 553 comparison middle school students from nine US states were analyzed to examine STEM-related attitudes and dispositions aligning with climate change beliefs and intentions, and acquisition of energy and environmental science content knowledge. Findings were that at least seven non-cognitive variables contribute between eight and fifteen percent of the beliefs, intentions, and knowledge acquisitions of interest in this study, in linear combinations of subsets of the variables. Implications of these findings for promoting interest in STEM are discussed.
Citation:
Knezek, G.A. & Christensen, R. (2018). Learner Attributes and Technology-Enriched Environments Associated with Positive Climate Change Attitudes and Energy and Environmental Science Knowledge in Middle School Students. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1736-1743). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
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