Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers

Roman Asshoff, Christiane Konnemann, Nadine Tramowsky and Werner Rieß
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Roman Asshoff: Zentrum für Didaktik der Biologie, Westfälische Wilhelms-Universität, Schlossplatz 34, D-48143 Münster, Germany
Christiane Konnemann: Zentrum für Didaktik der Biologie, Westfälische Wilhelms-Universität, Schlossplatz 34, D-48143 Münster, Germany
Nadine Tramowsky: Pädagogische Hochschule Freiburg, Institut für Biologie und ihre Didaktik, Kunzenweg 21, D-79117 Freiburg, Germany
Werner Rieß: Pädagogische Hochschule Freiburg, Institut für Biologie und ihre Didaktik, Kunzenweg 21, D-79117 Freiburg, Germany

Sustainability, 2021, vol. 13, issue 16, 1-26

Abstract: This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect.

Keywords: climate literacy; digital media; climate change education; education for sustainable development; discovery learning; direct instruction (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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