Comparing Climate Science Misconceptions with Worldview and Cognitive Reflection Suggests Poor Understanding and Motivated Reasoning among Undergraduates

Autor/in	da Rosa, Jennifer A.
Titel	Comparing Climate Science Misconceptions with Worldview and Cognitive Reflection Suggests Poor Understanding and Motivated Reasoning among Undergraduates
Quelle	In: Journal of Geoscience Education, 70 (2022) 4, S.501-516 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Rosa, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.2006549
Schlagwörter	Undergraduate Students; Climate; Misconceptions; World Views; Concept Formation; Thinking Skills; Reflection; Gender Differences; Cultural Background; Science Education; Comprehension + Suchen Sie Ihr Suchwort? Klima; Missverständnis; World view; Weltanschauung; Concept learning; Begriffsbildung; Denkfähigkeit; Geschlechterkonflikt; Naturwissenschaftliche Bildung; Verstehen; Verständnis
Abstract	This survey study evaluated the relationship between cultural worldview and the occurrence of climate science misconceptions among 688 undergraduates at five colleges in the United States. The Worldview, Misconceptions, and Cognitive Reflection instrument was employed to measure respondents' cultural worldview, climate science misconceptions using a three-tiered diagnostic test, and cognitive reflection ability. Binary logistic regression was used to test the extent to which hierarchy-egalitarianism, individualism-communitarianism, and cognitive reflection ability impacted the occurrence of ten common climate science misconceptions. Analysis revealed that the understanding of climate change science was low, while certainty of response was high. Misconceptions of climate-weather confusion and the magnitude of global warming were related to learners' worldview. Motivated reasoning was suggested in hierarchist-leaning learners holding the misconception that recent climate changes are the result of natural cycles. Certain climate science misconceptions were related to learners' cognitive reflection ability such as the misconception that sudden changes in weather are evidence of climate change, the misconception that global warming is caused by ozone layer depletion, and the misconception that global warming can be reduced by setting limitations on chemical waste released into rivers or by not building nuclear power plants. This investigation yielded an emergent finding and area of future research: respondents in this study differed significantly by gender in their worldview, cognitive reflection, and climate science misconceptions. Recommendations include using an intervention approach to boost numerical skills and quantitative self-efficacy in the climate science classroom, and addressing misconceptions with a refutation text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01