Teaching Typically Achieving Students and Students With Learning Disabilities About the Science Underlying Climate Change
DOI:
https://doi.org/10.28987/ijrld.7.1.72Keywords:
climate change, Curriculum intervention, mathematics, skills, reading skills, STEAMAbstract
This research evaluated the implementation of a climate science curriculum intervention for students in Grades 4 and 5, including those who were typically achieving and those with difficulties in mathematics, reading, or both. Pre- and posttests of measurement and climate change science concepts were administered at the beginning and end of each study. Study 1 consisted of 69 students in the control group (three classes) and 74 students in the treatment group (four classes). Study 2 included 50 students in the control group (three classes) and 46 students in the treatment group (three classes). Compared to Study 1, the curriculum was significantly modified in Study 2 to incorporate more interactive and arts-based activities. Dichotomous and continuous analysis approaches were conducted. Overall, the results of the analyses indicated that students in the treatment group, regardless of whether they had any learning difficulties, improved significantly in their understanding of the scientific concepts underlying climate change and global warming.
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