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• W4375843119 startingPage "101782" @default.
• W4375843119 abstract "The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers." @default.
• W4375843119 created "2023-05-10" @default.
• W4375843119 creator A5062714169 @default.
• W4375843119 date "2023-08-01" @default.
• W4375843119 modified "2023-09-27" @default.
• W4375843119 title "Climate change by the numbers: Leveraging mathematical skills for science learning online" @default.
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• W4375843119 doi "https://doi.org/10.1016/j.learninstruc.2023.101782" @default.
• W4375843119 hasPublicationYear "2023" @default.
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