Communicating the consensus on climate change to college biology majors: The importance of preaching to the choir.
Identifieur interne : 000024 ( Main/Exploration ); précédent : 000023; suivant : 000025Communicating the consensus on climate change to college biology majors: The importance of preaching to the choir.
Auteurs : Jeremy D. Sloane ; Jason R. WilesSource :
- Ecology and evolution [ 2045-7758 ] ; 2020.
Abstract
College and university biology majors who are not climate change deniers may yet be unaware of the degree of scientific consensus on climate change and unprepared to communicate about climate science to others. This study reports on a population of climate change accepting biology majors at a large, private research university in the American northeast. Our students tended to greatly underestimate the degree of scientific consensus around climate change, to be only moderately worried about climate change, and to be unconfident in their ability to communicate about the state of the scientific consensus around climate change. After an introduction to the scholarly literature that substantiates and quantifies the scientific consensus on climate change in the context of a course on biological research literature, our students showed significant increases in their estimates of the consensus on climate change, and their estimates were more accurate. Additionally, they became more worried about climate change as well as more confident in their ability to communicate about the scientific consensus to others. These results are in line with the Gateway Belief Model, which positions perception of scientific agreement on climate change as an important driver of acceptance and motivation toward action.
DOI: 10.1002/ece3.5960
PubMed: 32015828
PubMed Central: PMC6988523
Affiliations:
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Sloane</name><affiliation><nlm:affiliation>Center for Teaching Excellence University of Virginia Charlottesville Virginia.</nlm:affiliation><wicri:noCountry code="no comma">Center for Teaching Excellence University of Virginia Charlottesville Virginia.</wicri:noCountry></affiliation></author><author><name sortKey="Wiles, Jason R" sort="Wiles, Jason R" uniqKey="Wiles J" first="Jason R" last="Wiles">Jason R. Wiles</name><affiliation><nlm:affiliation>Department of Biology Syracuse University Syracuse New York.</nlm:affiliation><wicri:noCountry code="no comma">Department of Biology Syracuse University Syracuse New York.</wicri:noCountry></affiliation><affiliation><nlm:affiliation>Department of Science Teaching Syracuse University Syracuse New York.</nlm:affiliation><wicri:noCountry code="no comma">Department of Science Teaching Syracuse University Syracuse New York.</wicri:noCountry></affiliation></author></analytic><series><title level="j">Ecology and evolution</title><idno type="ISSN">2045-7758</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">College and university biology majors who are not climate change deniers may yet be unaware of the degree of scientific consensus on climate change and unprepared to communicate about climate science to others. This study reports on a population of climate change accepting biology majors at a large, private research university in the American northeast. Our students tended to greatly underestimate the degree of scientific consensus around climate change, to be only moderately worried about climate change, and to be unconfident in their ability to communicate about the state of the scientific consensus around climate change. After an introduction to the scholarly literature that substantiates and quantifies the scientific consensus on climate change in the context of a course on biological research literature, our students showed significant increases in their estimates of the consensus on climate change, and their estimates were more accurate. Additionally, they became more worried about climate change as well as more confident in their ability to communicate about the scientific consensus to others. These results are in line with the Gateway Belief Model, which positions perception of scientific agreement on climate change as an important driver of acceptance and motivation toward action.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">32015828</PMID><DateRevised><Year>2020</Year><Month>09</Month><Day>28</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">2045-7758</ISSN><JournalIssue CitedMedium="Print"><Volume>10</Volume><Issue>2</Issue><PubDate><Year>2020</Year><Month>Jan</Month></PubDate></JournalIssue><Title>Ecology and evolution</Title></Journal><ArticleTitle>Communicating the consensus on climate change to college biology majors: The importance of preaching to the choir.</ArticleTitle><Pagination><MedlinePgn>594-601</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1002/ece3.5960</ELocationID><Abstract><AbstractText>College and university biology majors who are not climate change deniers may yet be unaware of the degree of scientific consensus on climate change and unprepared to communicate about climate science to others. This study reports on a population of climate change accepting biology majors at a large, private research university in the American northeast. Our students tended to greatly underestimate the degree of scientific consensus around climate change, to be only moderately worried about climate change, and to be unconfident in their ability to communicate about the state of the scientific consensus around climate change. After an introduction to the scholarly literature that substantiates and quantifies the scientific consensus on climate change in the context of a course on biological research literature, our students showed significant increases in their estimates of the consensus on climate change, and their estimates were more accurate. Additionally, they became more worried about climate change as well as more confident in their ability to communicate about the scientific consensus to others. These results are in line with the Gateway Belief Model, which positions perception of scientific agreement on climate change as an important driver of acceptance and motivation toward action.</AbstractText><CopyrightInformation>© 2019 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Sloane</LastName><ForeName>Jeremy D</ForeName><Initials>JD</Initials><AffiliationInfo><Affiliation>Center for Teaching Excellence University of Virginia Charlottesville Virginia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Wiles</LastName><ForeName>Jason R</ForeName><Initials>JR</Initials><Identifier Source="ORCID">https://orcid.org/0000-0003-1011-3546</Identifier><AffiliationInfo><Affiliation>Department of Biology Syracuse University Syracuse New York.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Science Teaching Syracuse University Syracuse New York.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>01</Month><Day>09</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Ecol Evol</MedlineTA><NlmUniqueID>101566408</NlmUniqueID><ISSNLinking>2045-7758</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Gateway Belief Model</Keyword><Keyword MajorTopicYN="N">climate change</Keyword><Keyword MajorTopicYN="N">consensus messaging</Keyword><Keyword MajorTopicYN="N">scientific consensus</Keyword><Keyword MajorTopicYN="N">undergraduate education</Keyword></KeywordList><CoiStatement>None declared.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>08</Month><Day>07</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2019</Year><Month>11</Month><Day>21</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>12</Month><Day>05</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2020</Year><Month>2</Month><Day>5</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2020</Year><Month>2</Month><Day>6</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>2</Month><Day>6</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">32015828</ArticleId><ArticleId IdType="doi">10.1002/ece3.5960</ArticleId><ArticleId IdType="pii">ECE35960</ArticleId><ArticleId IdType="pmc">PMC6988523</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Cell Biol Educ. 2002 Winter;1(4):154-72</Citation><ArticleIdList><ArticleId IdType="pubmed">12669101</ArticleId></ArticleIdList></Reference><Reference><Citation>CBE Life Sci Educ. 2006 Winter;5(4):340-7</Citation><ArticleIdList><ArticleId IdType="pubmed">17146041</ArticleId></ArticleIdList></Reference><Reference><Citation>PLoS One. 2015 Feb 25;10(2):e0118489</Citation><ArticleIdList><ArticleId IdType="pubmed">25714347</ArticleId></ArticleIdList></Reference><Reference><Citation>Environ Sci Technol. 2014 Aug 19;48(16):8963-71</Citation><ArticleIdList><ArticleId IdType="pubmed">25051508</ArticleId></ArticleIdList></Reference><Reference><Citation>CBE Life Sci Educ. 2013 Spring;12(1):39-46</Citation><ArticleIdList><ArticleId IdType="pubmed">23463227</ArticleId></ArticleIdList></Reference><Reference><Citation>J Microbiol Biol Educ. 2014 May 01;15(1):3-4</Citation><ArticleIdList><ArticleId IdType="pubmed">24839508</ArticleId></ArticleIdList></Reference><Reference><Citation>Science. 2011 Aug 5;333(6043):688-9</Citation><ArticleIdList><ArticleId IdType="pubmed">21817028</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list></list><tree><noCountry><name sortKey="Sloane, Jeremy D" sort="Sloane, Jeremy D" uniqKey="Sloane J" first="Jeremy D" last="Sloane">Jeremy D. 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