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Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens.
Der vorliegende Beitrag untersucht, inwiefern sich verschiedene Deutungen des Kompetenzbegriffs in psychometrische Modelle überführen lassen und welche Konsequenzen daraus für das Assessment in quantitativen Studien erwachsen könnten. Auf Grundlage von Verhältnisbestimmungen von deklarativem Fachwissen und prozessorientierten Kompetenzen werden dazu Between- und Within-Item-IRT-Modelle definiert und zur Re-Analyse eines Datensatzes einer Querschnittsstudie zur Variablenkontrollstrategie (n = 990) angewendet. Bei Betrachtung der Personenschätzer für die Kompetenzausprägungen, die aus den Modellen generiert werden, zeigt sich, dass ca. ein Drittel der Schülerinnen und Schüler, je nach Modell, unterschiedlichen Quartilen der Verteilung zugewiesen werden. Gleichzeitig wird deutlich, dass die Modelle zu unterschiedlichen Informationen hinsichtlich der Zunahme an Wissen oder prozessorientierten Kompetenzen über Jahrgänge hinweg wie auch hinsichtlich von Geschlechterunterschieden in der Kompetenzausprägung führen können. Die Ausprägungen prozessorientierter Kompetenzen von Mädchen fallen aufgrund oder vielmehr trotz des (im Mittel) geringeren Fachwissens höher aus, wenn der Psychometrie ein unabhängiges, aber fachwissensrelatives Kompetenzverständnis zugrunde gelegt wird. Der Beitrag diskutiert diese Befunde mit Blick auf Konsequenzen für Grundlagenforschung, Systemmonitoring und Unterrichtsentwicklung.
Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific explanations. Consequently, many studies over the last few decades have investigated how FS could be taught effectively to students of different ages while utilizing multiple teaching approaches. This meta‐analysis summarizes findings from 69 intervention studies on teaching FS conducted between 1977 and 2021. Over all studies, we estimated a mean effect size of g = 0.85 (95% CI = 0.71, 0.99). This large effect size demonstrates that, although FS is a challenging concept, teaching FS is effective even in elementary school. Moreover, in a moderator analysis, we investigate the effect of intervention characteristics, students' age, as well as study design, and assessment features on the mean study effect size. To analyze the effect of these moderator variables, we use a three‐level hierarchical meta‐regression model for dealing with multiple effect sizes from single studies. We found two intervention characteristics that explain variance in study effect sizes: longer lasting interventions result in larger effect sizes and interventions where hands‐on experiments are applied are more effective than those utilizing virtual experiments. Furthermore, studies with a treatment‐control group comparison have significantly smaller effect sizes than studies with a pre‐post design. We discuss the implications of our findings regarding the moderator variables for effective teaching of FS and further research on FS.