Abstract
Global change phenomena, such as an enhancing greenhouse effect, acid rain or the depletion of stratospheric ozone, are considered as environmental problems. Contrary to the demands of Education for Sustainable Development (ESD), three recently published studies have shown that German students still struggle with the acquisition of a scientifically acceptable understanding of these issues. These findings are in accordance with results from international research. Thus, the aim of the research project described in this paper is to enhance students’ understanding of the greenhouse effect, acid rain and the depletion of stratospheric ozone. Using the model of Didactical Design Research, teaching and learning materials were developed and empirically tested in Design-Experiments with 14 students in two iterative cycles. The results show that students are able to develop a scientifically acceptable understanding of the atmospheric phenomena by changing their prior conceptions in different ways. For example they can acquire a scientifical understanding of the transformation of radiation in the process of greenhouse effect or they can describe the chemical processes of the formation of acid rain and ozone depletion adequately. Furthermore the results bring out that students struggle with obstacles, e.g. concerning the acquisition of conceptions about radiation or the correct use of technical language.
Highlights
Since the beginning of the 1990s a lot of studies have dealt with the question of students’ conceptions about the three phenomena of greenhouse effect, acid rain and the depletion of stratospheric ozone (e.g. Boyes & Stanisstreet, 1992; Cordero, 2000; Fisher, 1998; Khalid, 2003; Maharaj-Sharma, 2009; Pruneau, Gravel, Bourque & Langis, 2003; Stavridou & Marinopoulos, 2001)
Due to the fact that the consequences of these three atmospheric phenomena are recognized as challenges for mankind, the United Nations Conference on Environment and Development declared the AGENDA 21 which emphasizes the need for a sustainable development
The results show that students often have little knowledge about the chemical and physical processes in the atmosphere and most students confuse the processes of greenhouse effect and stratospheric ozone depletion
Summary
Since the beginning of the 1990s a lot of studies have dealt with the question of students’ conceptions about the three phenomena of greenhouse effect, acid rain and the depletion of stratospheric ozone (e.g. Boyes & Stanisstreet, 1992; Cordero, 2000; Fisher, 1998; Khalid, 2003; Maharaj-Sharma, 2009; Pruneau, Gravel, Bourque & Langis, 2003; Stavridou & Marinopoulos, 2001). The results show that students often have little knowledge about the chemical and physical processes in the atmosphere and most students confuse the processes of greenhouse effect and stratospheric ozone depletion. Because of this we wondered if it is possible for students to acquire a scientifically acceptable understanding of the three phenomena in chemistry lesson. The project “Atmosphere in Chemistry lesson” deals with the development and the evaluation of teaching and learning materials that intend to improve students’ understanding of the greenhouse effect, acid rain and the depletion of stratospheric ozone.
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