Our epistemic cognition informs what scientific claims we choose to endorse over others, how we come to know in science, and our assumptions about the construction of scientific knowledge. The topic of climate change provides context for how we come to know about our surrounding environment. The development of climate literacy in young learners has received heightened attention over the last decade. What learners choose to believe about the topic of climate change presents an epistemic challenge for science educators as they help students navigate through a sea of information that often contains competing claims. The study described here examines how climate literacy and epistemic cognition interact in a group of 8th grade students in the Midwestern United States. Findings from Rasch analysis of survey responses and coding of student interviews suggests a positive relationship between learners' climate literacy and epistemic cognition, with participants tending to exhibit quasi-reflective judgment when justifying their beliefs about the causes and effects of climate change, how scientists come to know about Earth's climate, and the level of certainty that researchers have about changes to our climate system. Implications for the development of learning environments that help shape adolescents' epistemic cognition and engage with the topic of climate change using place-based learning and teaching materials will be discussed.

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解开八年级学生气候素养与认知认知之间的联系

我们的认知认知决定了我们选择支持哪些科学主张而不是其他科学主张，我们如何在科学中获得知识，以及我们对科学知识构建的假设。气候变化主题为我们如何了解周围环境提供了背景。在过去十年中，青年学习者气候素养的发展受到了高度关注。学习者选择相信气候变化主题的内容对科学教育者提出了认知挑战，因为他们帮助学生在通常包含相互竞争的信息海洋中导航。这里描述的研究调查了美国中西部的一组 8 年级学生的气候素养和认知认知如何相互作用。Rasch 对调查响应和学生访谈编码的分析结果表明，学习者的气候素养和认知认知之间存在正相关关系，参与者在证明他们对气候变化的原因和影响的信念以及科学家如何产生时倾向于表现出准反思性判断了解地球的气候，以及研究人员对气候系统变化的确定程度。将讨论有助于塑造青少年认知认知和使用基于地方的学习和教学材料参与气候变化主题的学习环境的发展。参与者在证明他们对气候变化的原因和影响的信念、科学家如何了解地球气候以及研究人员对我们的气候系统变化的确定程度时倾向于表现出准反射性判断。将讨论有助于塑造青少年认知认知和使用基于地方的学习和教学材料参与气候变化主题的学习环境的发展。参与者在证明他们对气候变化的原因和影响的信念、科学家如何了解地球气候以及研究人员对我们的气候系统变化的确定程度时倾向于表现出准反射性判断。将讨论有助于塑造青少年认知认知和使用基于地方的学习和教学材料参与气候变化主题的学习环境的发展。