Key points are not available for this paper at this time.
The complex nature of climate change science poses special challenges for educators. Learners come to the classroom with prior knowledge on the topic, which serves as a foundation for further knowledge building, but can also pose barriers to conceptual change. Learners have existing mental models that may limit their perception and processing of conflicting information and prevent adoption of scientific conceptions. Instructional strategies that attempt conceptual change by simply provoking cognitive conflict have had limited success due to the importance of epistemological beliefs and motivation to the conceptual change process. The Mock Environment Summit course uses role-playing, argumentation and discussion to heighten epistemological awareness and motivation and thereby facilitate conceptual change. The pre/post-course concept map evaluation of students' knowledge about the science of global climate change reported here shows evidence of significant learning and conceptual change. Our study also provides useful information about gaps in knowledge and the types of misconceptions students are likely to have about this topic. Insight gained from this assessment study can be used to tailor the curriculum and enhance student progress towards more scientific conceptions of the problem.
Rebich et al. (Thu,) studied this question.