Geoscience Education and Motivated Reasoning: Learning about Climate Change

Autor/inn/en	Fisher, Emily; Arens, Nan Crystal
Titel	Geoscience Education and Motivated Reasoning: Learning about Climate Change
Quelle	In: Journal of College Science Teaching, 49 (2020) 5, S.36-41 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Earth Science; Climate; Undergraduate Students; Knowledge Level; Correlation; World Views; College Science; Introductory Courses; Active Learning; Political Attitudes; Beliefs; Psychological Characteristics; Time Perspective; Attitude Change + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Klima; Wissensbasis; Korrelation; World view; Weltanschauung; Einführungskurs; Aktives Lernen; Political attitude; Politische Einstellung; Belief; Glaube; Zeitbezug; Attitudinal change; Einstellungsänderung
Abstract	Individuals use information selectively, in ways that support group beliefs or one's psychological needs--this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism. We ask whether motivated reasoning around climate change persists after a 14-week college-level geoscience course, using a quasi-experimental design that compared students in nonmajor geoscience classes focusing on climate (N = 134) with students in similar courses that did not address contemporary climate change (N = 94). At the beginning of the course, students completed surveys that assessed cognitive preferences, political affiliation, general science and climate science knowledge, and opinions on anthropogenic climate change. At the end of the course, students' knowledge and opinions were reassessed. Correlations among variables indicated tendencies toward motivated reasoning at the beginning of the class. However, at the semester's end, evidence of motivated reasoning diminished: Fewer correlations between psychological variables and climate change knowledge and opinions reached significance, and those that did were less robust at the end of the semester. The effect was similar for both courses, demonstrating that a semester-long science course, irrespective of topic, may reduce motivated reasoning around climate change. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01