TEACHING CLIMATE CHANGE CONCEPTS TO MIDDLE SCHOOL STUDENTS USING MULTIMEDIA SIMULATIONS AND VIDEO FROM CLIMATE SCIENTISTS' FIRSTHAND EXPERIENCE

Simulations can increase student motivation, prediction skills, visualization, modeling, engagement, content knowledge, and scientific understanding (Chang, Quintana, & Krajcik, 2009; Casperson, 2006; Linn et al., 2005). Partnering with real life scientists enables students to follow the thought process of these experts as they build and execute simulations related to climate change phenomena. These techniques exemplify best practices in teaching the Nature of Science and the Next Generation Science Standards.

This action-based research was conducted in a diverse suburban NorthEast Middle School. Students used the WISE (Web Inquiry Science Environment) platform on climate change and specifically the greenhouse effect. Half of the students’ curriculum included embedded videos from scientists discussing virtual modeling and simulations focused upon the creative, replicable, systematic, and representative nature of modeling. A control group did not have the embedded videos. The students in the video group had marked improvement compared to the non-video group on the questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evidenced by multiple data sources. When compared to the national average of AAAS (The American Association for the Advancement of Science) question solutions regarding modeling and simulations, all students improved their understanding surpassing the national average for both middle school and high school students.