Location
University of Nevada Las Vegas, Student Union Room 211
Start Date
6-3-2009 10:30 AM
End Date
6-3-2009 12:00 PM
Description
MORNING CONCURRENT TRACK 2: CREATION AND CORRECTION OF MYTHS ABOUT GLOBAL WARMING Moderator Robert Futrell Student Union Room 211 Matthew Lachniet – Global Warming Misconceptions and Myths: Barriers and Opportunities for Communicating Climate Change Science to a Non-scientific Audience Abstract: Opinions on an anthropogenic influence in global warming abound. Within the non-scientific public, the strength of one’s opinion commonly seems to be in inverse proportion to their knowledge of climate science. One reason for this disconnect between reality and opinion is the persistence of many climate change myths in popular knowledge of global warming. These myths are regularly propagated in popular media and internet blogs, some of which appear to be driven more by ideology than a quest for truth about Nature. In the past, the desire to provide balance in media coverage of global warming at the expense of scientific accuracy has handed the soapbox to many with minority viewpoints that are not supported by all of the available scientific evidence. However, many of these myths contain an element of but have been misunderstood (at best) by the general public and misappropriated (at worst) by interest groups on all sides of ideological spectrum. This presentation will outline some of the common myths on global warming and how they can be used as opportunities in a teaching environment to enhance students’ understanding of global warming and climate science. Gale Sinatra, CarolAnne Kardash, Gita Taasoobshirazi, Doug Lombardi – College Students’ Understanding of and Reactions to Global Warming Abstract: The principles underlying global climate change involve a complex interconnection between many scientific concepts that are difficult for students to understand. This study examined whether persuasive texts would impact readers’ willingness to take mitigative action to reduce the impacts of human-induced climate change. College students participating in the study were randomly assigned to read a persuasive text about global warming or the same text accompanied by a persuasive image. Both groups showed statistically significant increases in their knowledge about global warming and their willingness to take action to reduce its effects. This research demonstrates that persuasive text can produce not only change in students’ thinking about a controversial topic like global climate change, but may also promote a willingness to take action. This is significant because in the case of this topic, a change in students’ knowledge may not be a sufficient criterion for successful learning. It may be as important to promote willingness in future generations to take efforts to reduce their individual impact on the environment. E. Michael Nussbaum – Global Warming and Middle School: An Argument-Based Intervention Abstract: As part of a semester-long intervention to teach middle school students to critically evaluate arguments, 60 sixth- and seventh- graders from a Las Vegas charter school in the Clark County School District discussed issues surrounding global climate change. The presentation will first describe the argument-based intervention used with the students and its effect on attitude change. Most students became accepting of the existence of global climate change and the need to develop alternative modes of transportation. The intervention also provided students with some opportunity to learn about science, political, geography, and economics in an integrated way, as well as an opportunity to develop critical and creative thinking. Second, the overall findings of the research study will be presented, concluding that the skill of “weighing values” may be a productive one to teach to middle school students. Third, some misconceptions that students retained will be described so that future instructional efforts may address them. Doug Lombardi – Students’ Perceptions about the Plausibility of Human Induced Climate Change Abstract: Students can develop robust misconceptions when encountering complex phenomena such as global climate change. For example, students cite short0term and local weather events as evidence to support or refute long‐term changes, and thereby display a fundamental misunderstanding about the distinctions between weather and climate. This confusion may impact perceptions of plausibility about scientific statements that implicate humans in worldwide increases in global temperatures and widespread melting of snow and ice. Additionally, the confusion between weather and climate may be related to a fundamental lack of understanding about deep time, a concept that spans several scientific content areas. This presentation will describe an ongoing study involving undergraduate students enrolled in introductory geoscience and geography courses. Currently, students are completing three surveys examining the relationships between student understanding of deep time and their confusion about the distinctions between weather and climate, as well as how these levels of understanding influence perceptions about the plausibility of human‐induced global climate change. This presentation will highlight preliminary results.
Keywords
Climatic changes--Effect of human beings on; Global warming; Greenhouse effect; Atmospheric; Sustainability
Disciplines
Climate | Environmental Sciences | Mass Communication | Sustainability
Gale Sinatra, CarolAnne Kardash, GitaTaasoobshirazi, Dough Lombardi-College Students' Understanding of and Reactions to Global Warming, 30 PowerPoint slides
MNussbaum_GlobalWarmMiddleSchool_USIConf_PPt_03-06-2009.pdf (169 kB)
E. Michael Nussbaum-Global Warming and Middle School: An Argument-Based Intervention, 34 PowerPoint slides
DLombardi_StudentsPerception_USIConf_PPt_03-06-2009.pdf (795 kB)
Doug Lombardi-Students' Perceptions about the Plausibility of Human Induced Climate Change, 19 PowerPoint slides
Morning concurrent track 2: Creation and correction of myths about global warming
University of Nevada Las Vegas, Student Union Room 211
MORNING CONCURRENT TRACK 2: CREATION AND CORRECTION OF MYTHS ABOUT GLOBAL WARMING Moderator Robert Futrell Student Union Room 211 Matthew Lachniet – Global Warming Misconceptions and Myths: Barriers and Opportunities for Communicating Climate Change Science to a Non-scientific Audience Abstract: Opinions on an anthropogenic influence in global warming abound. Within the non-scientific public, the strength of one’s opinion commonly seems to be in inverse proportion to their knowledge of climate science. One reason for this disconnect between reality and opinion is the persistence of many climate change myths in popular knowledge of global warming. These myths are regularly propagated in popular media and internet blogs, some of which appear to be driven more by ideology than a quest for truth about Nature. In the past, the desire to provide balance in media coverage of global warming at the expense of scientific accuracy has handed the soapbox to many with minority viewpoints that are not supported by all of the available scientific evidence. However, many of these myths contain an element of but have been misunderstood (at best) by the general public and misappropriated (at worst) by interest groups on all sides of ideological spectrum. This presentation will outline some of the common myths on global warming and how they can be used as opportunities in a teaching environment to enhance students’ understanding of global warming and climate science. Gale Sinatra, CarolAnne Kardash, Gita Taasoobshirazi, Doug Lombardi – College Students’ Understanding of and Reactions to Global Warming Abstract: The principles underlying global climate change involve a complex interconnection between many scientific concepts that are difficult for students to understand. This study examined whether persuasive texts would impact readers’ willingness to take mitigative action to reduce the impacts of human-induced climate change. College students participating in the study were randomly assigned to read a persuasive text about global warming or the same text accompanied by a persuasive image. Both groups showed statistically significant increases in their knowledge about global warming and their willingness to take action to reduce its effects. This research demonstrates that persuasive text can produce not only change in students’ thinking about a controversial topic like global climate change, but may also promote a willingness to take action. This is significant because in the case of this topic, a change in students’ knowledge may not be a sufficient criterion for successful learning. It may be as important to promote willingness in future generations to take efforts to reduce their individual impact on the environment. E. Michael Nussbaum – Global Warming and Middle School: An Argument-Based Intervention Abstract: As part of a semester-long intervention to teach middle school students to critically evaluate arguments, 60 sixth- and seventh- graders from a Las Vegas charter school in the Clark County School District discussed issues surrounding global climate change. The presentation will first describe the argument-based intervention used with the students and its effect on attitude change. Most students became accepting of the existence of global climate change and the need to develop alternative modes of transportation. The intervention also provided students with some opportunity to learn about science, political, geography, and economics in an integrated way, as well as an opportunity to develop critical and creative thinking. Second, the overall findings of the research study will be presented, concluding that the skill of “weighing values” may be a productive one to teach to middle school students. Third, some misconceptions that students retained will be described so that future instructional efforts may address them. Doug Lombardi – Students’ Perceptions about the Plausibility of Human Induced Climate Change Abstract: Students can develop robust misconceptions when encountering complex phenomena such as global climate change. For example, students cite short0term and local weather events as evidence to support or refute long‐term changes, and thereby display a fundamental misunderstanding about the distinctions between weather and climate. This confusion may impact perceptions of plausibility about scientific statements that implicate humans in worldwide increases in global temperatures and widespread melting of snow and ice. Additionally, the confusion between weather and climate may be related to a fundamental lack of understanding about deep time, a concept that spans several scientific content areas. This presentation will describe an ongoing study involving undergraduate students enrolled in introductory geoscience and geography courses. Currently, students are completing three surveys examining the relationships between student understanding of deep time and their confusion about the distinctions between weather and climate, as well as how these levels of understanding influence perceptions about the plausibility of human‐induced global climate change. This presentation will highlight preliminary results.
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