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The energy concept and its relation to climate literacy. / Mittenzwei, Dirk; Bruckermann, Till; Nordine, Jeffrey; Harms, Ute.

In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 15, No. 6, em1703, 15.03.2019, p. 1-18.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Mittenzwei, D, Bruckermann, T, Nordine, J & Harms, U 2019, 'The energy concept and its relation to climate literacy', Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 6, em1703, pp. 1-18. https://doi.org/10.29333/ejmste/105637

APA

Mittenzwei, D., Bruckermann, T., Nordine, J., & Harms, U. (2019). The energy concept and its relation to climate literacy. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), 1-18. [em1703]. https://doi.org/10.29333/ejmste/105637

Vancouver

Mittenzwei D, Bruckermann T, Nordine J, Harms U. The energy concept and its relation to climate literacy. Eurasia Journal of Mathematics, Science and Technology Education. 2019 Mar 15;15(6):1-18. em1703. https://doi.org/10.29333/ejmste/105637

Author

Mittenzwei, Dirk ; Bruckermann, Till ; Nordine, Jeffrey ; Harms, Ute. / The energy concept and its relation to climate literacy. In: Eurasia Journal of Mathematics, Science and Technology Education. 2019 ; Vol. 15, No. 6. pp. 1-18.

BibTeX

@article{4034c1974fcb4e6e9b5ff0ec9b6c4269,
title = "The energy concept and its relation to climate literacy",
abstract = "Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.",
keywords = "Development of competences and transitions, climate change, climate literacy, energy, systematic literature review",
author = "Dirk Mittenzwei and Till Bruckermann and Jeffrey Nordine and Ute Harms",
year = "2019",
month = mar,
day = "15",
doi = "10.29333/ejmste/105637",
language = "English",
volume = "15",
pages = "1--18",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8223",
publisher = "Moment Publications",
number = "6",

}

RIS

TY - JOUR

T1 - The energy concept and its relation to climate literacy

AU - Mittenzwei, Dirk

AU - Bruckermann, Till

AU - Nordine, Jeffrey

AU - Harms, Ute

PY - 2019/3/15

Y1 - 2019/3/15

N2 - Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.

AB - Climate change is one of the most significant socio-scientific challenges of this century. To address this challenge, people need to be empowered to assess information about climate change and make informed decisions. Both aspects are covered by the concept of climate literacy. Many phenomena in the context of climate change, such as the greenhouse effect, are based on energy related processes. Thus, we assume that for dealing with climate change in education the understanding of the energy concept is essential. Although curricula across the globe have strengthened efforts to support teaching the energy concept, most learners struggle to develop a deep understanding of energy. To examine the current state of research in science education concerning the relationship between the understanding of climate change and the energy concept, we conducted a systematic literature review. This research summarizes and discusses previous findings regarding the extent to which learners use the energy concept to explain the causes and consequences of climate change, whether energy knowledge is a prerequisite for understanding climate change and to what extent knowledge of energy influences the intention to engage in activities to reduce climate change and its impacts.

KW - Development of competences and transitions

KW - climate change

KW - climate literacy

KW - energy

KW - systematic literature review

U2 - 10.29333/ejmste/105637

DO - 10.29333/ejmste/105637

M3 - Journal article

VL - 15

SP - 1

EP - 18

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8223

IS - 6

M1 - em1703

ER -

ID: 894306