Cultural Cognition and Climate Change Education in the U.S.: Why Consensus Is Not Enough

Autor/inn/en	Kunkle, Kristen A.; Monroe, Martha C.
Titel	Cultural Cognition and Climate Change Education in the U.S.: Why Consensus Is Not Enough
Quelle	In: Environmental Education Research, 25 (2019) 5, S.633-655 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kunkle, Kristen A.) ORCID (Monroe, Martha C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2018.1465893
Schlagwörter	Climate; Environmental Education; Public Opinion; World Views; Science Teachers; Controversial Issues (Course Content); Cultural Influences; Teacher Attitudes; Intention; Curriculum Development; Bias; Middle School Teachers; High School Teachers; Florida; Virginia; Pennsylvania; Arkansas; North Carolina + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Öffentliche Meinung; World view; Weltanschauung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Controversial issues; Kontroverse; Cultural influence; Kultureinfluss; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Integrating climate change into environmental education programs and formal science classrooms can be difficult, as the issue remains controversial and highly politicized among the American public. This study proposes that the same cultural values that shape worldview differences and divide public opinion on anthropogenic climate change will influence if and how science educators support education on the topic. An online survey with quantitative and qualitative measures was distributed among science educators in the southeastern United States to test what, if any, impact cultural cognition has on their opinions about climate change education. The results suggest that respondents' cultural values have a significant influence on their intentions to support climate change education and preferences for curricula content. The findings also suggest potential avenues for the field of environmental education to develop climate change materials that may help decrease unintentional biases among science educators and more effectively engage their support in teaching its causes and potential solutions regardless of worldview differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01