Preaching to the choir or composing new verses? Toward a writerly climate literacy in introductory undergraduate biology.
Identifieur interne : 000049 ( Main/Exploration ); précédent : 000048; suivant : 000050Preaching to the choir or composing new verses? Toward a writerly climate literacy in introductory undergraduate biology.
Auteurs : Meghan A. Duffy ; J W Hammond ; Susan J. ChengSource :
- Ecology and evolution [ 2045-7758 ] ; 2019.
Abstract
Climate change is one of the most pressing issues facing society today, yet a wide range of misconceptions exist in society about whether or why climate change is happening, what its consequences are, and what can be done to address it. Large introductory biology courses present an opportunity to teach a large number of students-some of whom may never take another course focused on climate, ecology, or the environment-about climate change. However, content knowledge alone may not be enough to prepare students to transform their knowledge into action. To begin understanding how content knowledge interacts with student constructions of climate change solutions, we administered and quantitatively analyzed a survey that examined student views of climate change and how they shifted with instruction during an undergraduate introductory biology course at a large Midwestern university. Almost all participants entered the course agreeing that climate change is occurring, and their certainty about the science of climate change increased after instruction. After taking the course, more participants described climate change as having more immediate impacts, reporting that climate change is already harming people and that climate change will harm them personally. However, both at the beginning and end of the course, participants tended to think that humans would either be unable or unwilling to reduce climate change. They were also more worried about climate change at the end of the course than they were before. Increased concern might result from students becoming more certain of the science and severity of climate change, while remaining pessimistic that humans will effectively act on climate change. This pattern suggests instructors have opportunities to modify curricula in ways that leave students with a greater sense of empowerment and efficacy; we suggest questions that instructors can ask themselves in order to modify their courses with this goal in mind.
DOI: 10.1002/ece3.5736
PubMed: 31788183
PubMed Central: PMC6876685
Affiliations:
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Duffy</name><affiliation><nlm:affiliation>Department of Ecology & Evolutionary Biology and Office of Academic Innovation University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">Department of Ecology & Evolutionary Biology and Office of Academic Innovation University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author><author><name sortKey="Hammond, J W" sort="Hammond, J W" uniqKey="Hammond J" first="J W" last="Hammond">J W Hammond</name><affiliation><nlm:affiliation>School of Education University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">School of Education University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author><author><name sortKey="Cheng, Susan J" sort="Cheng, Susan J" uniqKey="Cheng S" first="Susan J" last="Cheng">Susan J. Cheng</name><affiliation><nlm:affiliation>Department of Ecology & Evolutionary Biology Department of Biological and Environmental Engineering Cornell University Ithaca NY USA.</nlm:affiliation><wicri:noCountry code="no comma">Department of Ecology & Evolutionary Biology Department of Biological and Environmental Engineering Cornell University Ithaca NY USA.</wicri:noCountry></affiliation><affiliation><nlm:affiliation>Center for Research on Learning and Teaching University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">Center for Research on Learning and Teaching University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2019">2019</date><idno type="RBID">pubmed:31788183</idno><idno type="pmid">31788183</idno><idno type="doi">10.1002/ece3.5736</idno><idno type="pmc">PMC6876685</idno><idno type="wicri:Area/Main/Corpus">000026</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000026</idno><idno type="wicri:Area/Main/Curation">000026</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000026</idno><idno type="wicri:Area/Main/Exploration">000026</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Preaching to the choir or composing new verses? 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Duffy</name><affiliation><nlm:affiliation>Department of Ecology & Evolutionary Biology and Office of Academic Innovation University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">Department of Ecology & Evolutionary Biology and Office of Academic Innovation University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author><author><name sortKey="Hammond, J W" sort="Hammond, J W" uniqKey="Hammond J" first="J W" last="Hammond">J W Hammond</name><affiliation><nlm:affiliation>School of Education University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">School of Education University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author><author><name sortKey="Cheng, Susan J" sort="Cheng, Susan J" uniqKey="Cheng S" first="Susan J" last="Cheng">Susan J. Cheng</name><affiliation><nlm:affiliation>Department of Ecology & Evolutionary Biology Department of Biological and Environmental Engineering Cornell University Ithaca NY USA.</nlm:affiliation><wicri:noCountry code="no comma">Department of Ecology & Evolutionary Biology Department of Biological and Environmental Engineering Cornell University Ithaca NY USA.</wicri:noCountry></affiliation><affiliation><nlm:affiliation>Center for Research on Learning and Teaching University of Michigan Ann Arbor MI USA.</nlm:affiliation><wicri:noCountry code="no comma">Center for Research on Learning and Teaching University of Michigan Ann Arbor MI USA.</wicri:noCountry></affiliation></author></analytic><series><title level="j">Ecology and evolution</title><idno type="ISSN">2045-7758</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Climate change is one of the most pressing issues facing society today, yet a wide range of misconceptions exist in society about whether or why climate change is happening, what its consequences are, and what can be done to address it. Large introductory biology courses present an opportunity to teach a large number of students-some of whom may never take another course focused on climate, ecology, or the environment-about climate change. However, content knowledge alone may not be enough to prepare students to transform their knowledge into action. To begin understanding how content knowledge interacts with student constructions of climate change solutions, we administered and quantitatively analyzed a survey that examined student views of climate change and how they shifted with instruction during an undergraduate introductory biology course at a large Midwestern university. Almost all participants entered the course agreeing that climate change is occurring, and their certainty about the science of climate change increased after instruction. After taking the course, more participants described climate change as having more immediate impacts, reporting that climate change is already harming people and that climate change will harm them personally. However, both at the beginning and end of the course, participants tended to think that humans would either be unable or unwilling to reduce climate change. They were also more worried about climate change at the end of the course than they were before. Increased concern might result from students becoming more certain of the science and severity of climate change, while remaining pessimistic that humans will effectively act on climate change. This pattern suggests instructors have opportunities to modify curricula in ways that leave students with a greater sense of empowerment and efficacy; we suggest questions that instructors can ask themselves in order to modify their courses with this goal in mind.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31788183</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">2045-7758</ISSN><JournalIssue CitedMedium="Print"><Volume>9</Volume><Issue>22</Issue><PubDate><Year>2019</Year><Month>Nov</Month></PubDate></JournalIssue><Title>Ecology and evolution</Title></Journal><ArticleTitle>Preaching to the choir or composing new verses? Toward a writerly climate literacy in introductory undergraduate biology.</ArticleTitle><Pagination><MedlinePgn>12360-12373</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1002/ece3.5736</ELocationID><Abstract><AbstractText>Climate change is one of the most pressing issues facing society today, yet a wide range of misconceptions exist in society about whether or why climate change is happening, what its consequences are, and what can be done to address it. Large introductory biology courses present an opportunity to teach a large number of students-some of whom may never take another course focused on climate, ecology, or the environment-about climate change. However, content knowledge alone may not be enough to prepare students to transform their knowledge into action. To begin understanding how content knowledge interacts with student constructions of climate change solutions, we administered and quantitatively analyzed a survey that examined student views of climate change and how they shifted with instruction during an undergraduate introductory biology course at a large Midwestern university. Almost all participants entered the course agreeing that climate change is occurring, and their certainty about the science of climate change increased after instruction. After taking the course, more participants described climate change as having more immediate impacts, reporting that climate change is already harming people and that climate change will harm them personally. However, both at the beginning and end of the course, participants tended to think that humans would either be unable or unwilling to reduce climate change. They were also more worried about climate change at the end of the course than they were before. Increased concern might result from students becoming more certain of the science and severity of climate change, while remaining pessimistic that humans will effectively act on climate change. This pattern suggests instructors have opportunities to modify curricula in ways that leave students with a greater sense of empowerment and efficacy; we suggest questions that instructors can ask themselves in order to modify their courses with this goal in mind.</AbstractText><CopyrightInformation>© 2019 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Duffy</LastName><ForeName>Meghan A</ForeName><Initials>MA</Initials><Identifier Source="ORCID">https://orcid.org/0000-0002-8142-0802</Identifier><AffiliationInfo><Affiliation>Department of Ecology & Evolutionary Biology and Office of Academic Innovation University of Michigan Ann Arbor MI USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Hammond</LastName><ForeName>J W</ForeName><Initials>JW</Initials><Identifier Source="ORCID">https://orcid.org/0000-0001-7226-0408</Identifier><AffiliationInfo><Affiliation>School of Education University of Michigan Ann Arbor MI USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Cheng</LastName><ForeName>Susan J</ForeName><Initials>SJ</Initials><Identifier Source="ORCID">https://orcid.org/0000-0001-7222-2268</Identifier><AffiliationInfo><Affiliation>Department of Ecology & Evolutionary Biology Department of Biological and Environmental Engineering Cornell University Ithaca NY USA.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Center for Research on Learning and Teaching University of Michigan Ann Arbor MI USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>10</Month><Day>28</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">climate denial</Keyword><Keyword MajorTopicYN="N">climate literacy</Keyword><Keyword MajorTopicYN="N">discipline‐based education research</Keyword><Keyword MajorTopicYN="N">pedagogy</Keyword><Keyword MajorTopicYN="N">solastalgia</Keyword><Keyword MajorTopicYN="N">student affect</Keyword></KeywordList><CoiStatement>None declared.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>05</Month><Day>08</Day></PubMedPubDate><PubMedPubDate PubStatus="revised"><Year>2019</Year><Month>08</Month><Day>19</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>09</Month><Day>15</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>12</Month><Day>3</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>12</Month><Day>4</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>12</Month><Day>4</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31788183</ArticleId><ArticleId IdType="doi">10.1002/ece3.5736</ArticleId><ArticleId IdType="pii">ECE35736</ArticleId><ArticleId IdType="pmc">PMC6876685</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>PLoS One. 2018 Aug 30;13(8):e0202877</Citation><ArticleIdList><ArticleId IdType="pubmed">30161185</ArticleId></ArticleIdList></Reference><Reference><Citation>Eval Program Plann. 2015 Oct;52:70-7</Citation><ArticleIdList><ArticleId IdType="pubmed">25935362</ArticleId></ArticleIdList></Reference><Reference><Citation>Australas Psychiatry. 2007;15 Suppl 1:S95-8</Citation><ArticleIdList><ArticleId IdType="pubmed">18027145</ArticleId></ArticleIdList></Reference><Reference><Citation>Risk Anal. 2012 Jun;32(6):957-72</Citation><ArticleIdList><ArticleId IdType="pubmed">21992607</ArticleId></ArticleIdList></Reference><Reference><Citation>Am Psychol. 2011 May-Jun;66(4):290-302</Citation><ArticleIdList><ArticleId IdType="pubmed">21553954</ArticleId></ArticleIdList></Reference><Reference><Citation>JAMA. 2014 Oct 15;312(15):1565-80</Citation><ArticleIdList><ArticleId IdType="pubmed">25244362</ArticleId></ArticleIdList></Reference><Reference><Citation>JAMA. 2014 Oct 15;312(15):1519</Citation><ArticleIdList><ArticleId IdType="pubmed">25244258</ArticleId></ArticleIdList></Reference><Reference><Citation>Am J Nurs. 2017 Apr;117(4):44-52</Citation><ArticleIdList><ArticleId IdType="pubmed">28333743</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list></list><tree><noCountry><name sortKey="Cheng, Susan J" sort="Cheng, Susan J" uniqKey="Cheng S" first="Susan J" last="Cheng">Susan J. 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