Speaker
Description
Addressing complex learning goals like climate change competencies requires attention not only to final outcomes, but also to the learning process, as in formative assessment. This study explores how pre-service primary teachers develop formative assessment activities for climate change competencies. Five pre-service primary teachers participated in this study, who developed teaching scenarios about climate change and implemented them with primary students. Data were collected from their teaching scenarios and the reflective semi-structured interviews. Qualitative methods were used for the data analysis. The findings reveal that participants used a range of elicitation practices, but faced challenges planning feedback within their scenarios.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Climate physics |
| Research focus | Evaluation & Assessment |
| Research method | Educational design research (Qualitative research) |
| Organizing preference criteria | Track |