Meteoroloogiliste teadmiste test õpilaste ilmakirjaoskuse hindamiseks

Agdas, D., Masters, F. J., & Webster, G. D. (2017). Role of rain as perception aid in assessing wind speeds and associated personal risks. Weather, Climate, and Society, 9(2), 227–233. https://doi.org/10.1175/WCAS-D-15-0038.1

Atlas of Science Literacy, Volumes 1 and 2 | American Association for the Advancement of Science (AAAS). (s. a.). Salvestatud 16. jaanuaril 2024, https://www.aaas.org/resources/atlas-science-literacy.

Barkin, J. L., Buoli, M., Curry, C. L., Esenwein, S. A. von, Upadhyay, S., Kearney, M. B., & Mach, K. (2021). Effects of extreme weather events on child mood and behavior. Developmental Medicine & Child Neurology, 63(7), 785–790. https://doi.org/10.1111/dmcn.14856

Barrutia, O., Ruíz-González, A., Villarroel, J. D., & Díez, J. R. (2021). Primary and secondary students’ understanding of the rainfall phenomenon and related water systems: A comparative study of two methodological approaches. Research in Science Education, 51(2), 823–844. https://doi.org/10.1007/s11165-019-9831-2

Bonney, R., Phillips, T., Ballard, H. L., & Enck, J. (2016). Can citizen science enhance public understanding of science? Public Understanding of Science (Bristol, England), 25(1). https://doi.org/10.1177/0963662515607406

Bursuck, W. D., & Damer, M. (2011). Teaching reading to students who are at risk or have disabilities: A multi-tier approach | WorldCat.org (2nd ed). Pearson, Upper Saddle River, N.J.

Climate Change 2021: The Physical Science Basis. (s. a.). Salvestatud 5. veebruaril 2024, https://www.ipcc.ch/report/ar6/wg1/.

Drake, L. (2012). Scientific prerequisites to comprehension of the tropical cyclone forecast: Intensity, track, and size. Weather and Forecasting, 27(2), 462–472. https://doi.org/10.1175/WAF-D-11-00041.1

Earth Science Literacy Initiative – ESLI. (2010). http://www.earthscienceliteracy.org/

Ebi, K. L., Vanos, J., Baldwin, J. W., Bell, J. E., Hondula, D. M., Errett, N. A., Hayes, K., Reid, C. E., Saha, S., Spector, J., & Berry, P. (2021). Extreme weather and climate change: Population health and health system implications. Annual Review of Public Health, 42, 293–315. https://doi.org/10.1146/annurev-publhealth-012420-105026

Fleischhut, N., Herzog, S., & Hertwig, R. (2020). Weather Literacy in Times of Climate Change. Weather, Climate, and Society. https://doi.org/10.1175/WCAS-D-19-0043.1

Gómez, I., Molina, S., Olcina, J., & Galiana-Merino, J. J. (2021). Perceptions, uses, and interpretations of uncertainty in current weather forecasts by Spanish undergraduate students. Weather, Climate, and Society, 13(1), 83–94. https://doi.org/10.1175/WCAS-D-20-0048.1

Harrison, F., Goodman, A., van Sluijs, E. M. F., Andersen, L. B., Cardon, G., Davey, R., Janz, K. F., Kriemler, S., Molloy, L., Page, A. S., Pate, R., Puder, J. J., Sardinha, L. B., Timperio, A., Wedderkopp, N., & Jones, A. P. (2017). Weather and children’s physical activity; how and why do relationships vary between countries? International Journal of Behavioral Nutrition and Physical Activity, 14(1), Article 1. https://doi.org/10.1186/s12966-017-0526-7

Henriques, L. (2002). Children’s ideas about weather: A review of the literature. School Science and Mathematics, 102(5), 202–215. https://doi.org/10.1111/j.1949-8594.2002.tb18143.x

Keskkonnaseire | Keskkonnaagentuur. (2019). https://keskkonnaagentuur.ee/keskkonnaseire-ja-analuusid/keskkonnaseire.

Kikas, E. (2010). Õppimine ja õpetamine esimeses ja teises kooliastmes. http://hdl.handle.net/10062/40579.

Knobel, M. (2017). Remiksimist, kirjaoskust ja loovust käsitleva teaduskirjanduse analüütiline ülevaade. Eesti Haridusteaduste Ajakiri, 5(2), 8–30. https://doi.org/10.12697/eha.2017.5.2.02a

Koolieelse lasteasutuse riiklik õppekava – Riigi Teataja. (2008). https://www.riigiteataja.ee/akt/13351772?leiaKehtiv

Kox, T., & Thieken, A. H. (2017). To act or not to act? Factors influencing the general public’s decision about whether to take protective action against severe weather. Weather, Climate, and Society, 9(2), 299–315. https://doi.org/10.1175/WCAS-D-15-0078.1

Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2

Käsper, M., Uibu, K., & Mikk, J. (2020). The effects of teaching strategies on primary school students’ reading outcomes and interest in reading. L1-Educational Studies in Language and Literature, 20, 1–24. https://doi.org/10.17239/L1ESLL-2020.20.01.12

Malleus, E., Kikas, E., & Kruus, S. (2016). Students’ understanding of cloud and rainbow formation and teachers’ awareness of students’ performance. International Journal of Science Education, 38(6), 993–1011. https://doi.org/10.1080/09500693.2016.1175683

Malleus, E., Kikas, E., & Marken, T. (2017). Kindergarten and primary school children’s everyday, synthetic, and scientific concepts of clouds and rainfall. Research in Science Education, 47(3), 539–558. https://doi.org/10.1007/s11165-016-9516-z

Martin, C., Gill, J., Cacic, I., Muchemi, S., Rubiera, J., & Kootval, H. (2007). Examples of best practice in communicating weather information | PreventionWeb. World Meteorological Organization (WMO). https://www.preventionweb.net/publication/examples-best-practice-communicating-weather-information

Nunley, C., & Sherman-Morris, K. (2020). What people know about the weather. Bulletin of the American Meteorological Society, 101(7), E1225–E1240. https://doi.org/10.1175/BAMS-D-19-0081.1

Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198. https://doi.org/10.1207/S15326950DP3502_3

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1

Phillips, T. B., Ballard, H. L., Lewenstein, B. V., & Bonney, R. (2019). Engagement in science through citizen science: Moving beyond data collection. Science Education, 103(3), 665–690. https://doi.org/10.1002/sce.21501

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189X09332374

PRÕK = Põhikooli riiklik õppekava – Riigi Teataja. (2011, 2014). https://www.riigiteataja.ee/akt/129082014020

Rannikmäe, M., Soobard, R., Reiska, P., Rannikmäe, A., & Holbrook, J. (2017). The change in student scientific literacy levels during gymnasium studies. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(1), 59–98. https://doi.org/10.12697/eha.2017.5.1.03

Ripberger, J. T., Krocak, M. J., Wehde, W. W., Allan, J. N., Silva, C., & Jenkins-Smith, H. (2019). Measuring tornado warning reception, comprehension, and response in the United States. Weather, Climate, and Society, 11(4), 863–880. https://doi.org/10.1175/WCAS-D-19-0015.1

RKP määrus = Riikliku keskkonnaseire programmi ja allprogrammide täitmise nõuded ja kord – Riigi Teataja. (2017). https://www.riigiteataja.ee/akt/125012017009

Schroeder, S. (2011). What readers have and do: Effects of students’ verbal ability and reading time components on comprehension with and without text availability. Journal of Educational Psychology, 103(4), 877–896. https://doi.org/10.1037/a0023731

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). how do laypeople evaluate the degree of certainty in a weather report? A case study of the use of the web service yr.no. Weather, Climate, and Society, 6(3), 399–412. https://doi.org/10.1175/WCAS-D-12-00054.1

Stephens, E. M., Spiegelhalter, D. J., Mylne, K., & Harrison, M. (2019). The met office weather game: Investigating how different methods for presenting probabilistic weather forecasts influence decision-making. Geoscience Communication, 2(2), 101–116. https://doi.org/10.5194/gc-2-101-2019

Zuydam, I. B. V., Mearns, K. F., Nel, W. A. J., & Nkambule, N. P. (2023). Comparing farmers’ perceptions of climate change with meteorological data: A case study of livestock farmers in Eswatini’s lowveld region. Cogent Social Sciences, 9(1), 2159653. https://doi.org/10.1080/23311886.2022.2159653

The Essential Principles of Climate Literacy | NOAA Climate.gov. (2009). http://www.climate.gov/teaching/climate

Uibu, K., Padrik, M., & Tenjes, S. (2016). Klassiõpetajate keele- ja suhtluseeskuju hindamine emakeeletunnis struktureeritud vaatluse teel. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 4(1), 226–257. https://doi.org/10.12697/eha.2016.4.1.08

van Tilburg, A. J., & Hudson, P. F. (2022). Extreme weather events and farmer adaptation in Zeeland, the Netherlands: A European climate change case study from the Rhine delta. Science of The Total Environment, 844, 157212. https://doi.org/10.1016/j.scitotenv.2022.157212

Vosniadou, S., & Brewer, W. F. (1987). Theories of Knowledge Restructuring in Development. Review of Educational Research, 57(1), 51–67. https://doi.org/10.3102/00346543057001051

Weather – literacy learning links. (s. a.). Science Learning Hub. Salvestatud 5. veebruaril 2024, https://www.sciencelearn.org.nz/resources/2795-weather-literacy-learninglinks

WMO = Guide to Instruments and Methods of Observation. (2018). Guide to Instruments and Methods of Observation (WMO-No. 8). https://library.wmo.int