Students' Understanding of Climate Change: Insights for Scientists and Educators

Students' Understanding of Climate Change: Insights for Scientists and Educators Teachers and meteorologists are among the most respected purveyors of scientific information to the public. As such, they can play an influential role in educating the public about basic atmosphere-related phenomena. To better fulfill this educational role, it is necessary to (i) identify and (ii) correct people's major misconceptions about climatic and atmospheric issues, including global climate change. This paper reports the results of a survey of high school students' knowledge and attitudes about climate change. The authors use open-ended survey questions to gain a more comprehensive understanding of the range of mistakes that are made. The results show misconceptions including inflated estimates of temperature change, confusion between ozone depletion and global warming, the perception of warmer weather and a belief that all environmentally harmful acts cause climate change. Also discussed is the origin of these mistakes from the perspective of current social scientific literature. It is suggested that these misconceptions arise from low levels of information, reliance on the televised news media, use of judgmental heuristics, confusion between weather and climate, and fuzzy environmentalism, wherein students perceive disparate environmental harms as significantly interrelated. The study also reveals that students have a very high level of trust in scientists and teachers. This suggests a role for scientists and educators through which they help correct misconceptions about climate change and ensure that people adopt effective environmentally protective measures. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Bulletin of the American Meteorological Society American Meteorological Society

Students' Understanding of Climate Change: Insights for Scientists and Educators

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Publisher
American Meteorological Society
Copyright
Copyright © American Meteorological Society
ISSN
1520-0477
D.O.I.
10.1175/1520-0477-78.10.2232
Publisher site
See Article on Publisher Site

Abstract

Teachers and meteorologists are among the most respected purveyors of scientific information to the public. As such, they can play an influential role in educating the public about basic atmosphere-related phenomena. To better fulfill this educational role, it is necessary to (i) identify and (ii) correct people's major misconceptions about climatic and atmospheric issues, including global climate change. This paper reports the results of a survey of high school students' knowledge and attitudes about climate change. The authors use open-ended survey questions to gain a more comprehensive understanding of the range of mistakes that are made. The results show misconceptions including inflated estimates of temperature change, confusion between ozone depletion and global warming, the perception of warmer weather and a belief that all environmentally harmful acts cause climate change. Also discussed is the origin of these mistakes from the perspective of current social scientific literature. It is suggested that these misconceptions arise from low levels of information, reliance on the televised news media, use of judgmental heuristics, confusion between weather and climate, and fuzzy environmentalism, wherein students perceive disparate environmental harms as significantly interrelated. The study also reveals that students have a very high level of trust in scientists and teachers. This suggests a role for scientists and educators through which they help correct misconceptions about climate change and ensure that people adopt effective environmentally protective measures.

Journal

Bulletin of the American Meteorological SocietyAmerican Meteorological Society

Published: Oct 12, 1997

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