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Using intervention-oriented evaluation to diagnose and correct students' persistent climate change misconceptions: A

Liberty Pascua1, Chew-Hung Chang1

  • 1National Institute of Education, Nanyang Technological University, NIE7-03-01, 1 Nanyang Walk, Singapore 637616, Singapore.

Evaluation and Program Planning
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Summary
This summary is machine-generated.

This study improved climate change education by using evaluation data to guide teaching. Direct refutation of misconceptions significantly boosted students' conceptual understanding.

Keywords:
Classroom-based evaluationClimate changeIntervention-oriented evaluationMisconceptionsTime-series design

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Area of Science:

  • Environmental Science Education
  • Educational Psychology

Background:

  • Classroom-based educational interventions face a dilemma: measuring treatment effects versus improving practice.
  • Evaluating professional development for climate change education requires balancing these aims.

Purpose of the Study:

  • To achieve both measurement and practice improvement in a climate change professional development program.
  • To utilize intervention-oriented evaluation to diagnose and correct student misconceptions about climate change.

Main Methods:

  • A time-series design with baseline, treatment, and follow-up stages was employed.
  • Evaluation data served as an intervention, allowing mid-course corrections based on teacher access to feedback.
  • Student misconceptions regarding climate change were diagnosed and addressed.

Main Results:

  • Significant improvement in students' conceptual understanding was observed after explicit refutation of misconceptions.
  • The evaluation feedback enabled precise identification of the intervention's most effective stages.
  • The efficacy of the intervention was measured by comparing scores across the three research stages.

Conclusions:

  • Intervention-oriented evaluation can effectively enhance educational practice and student learning.
  • Direct and explicit refutation of misconceptions is a key strategy for improving climate change understanding.
  • Future research should incorporate comparison groups for more robust findings.