Student reasonings and cognitive biases in climate change predictions
Dados Bibliográficos
| ID | 21392701 |
|---|---|
| Autores | Kaela Clabaugh Howell (0000-0002-9858-5929, Department of Biological Sciences University of Northern Colorado Greeley Colorado USA), Kaela Clabaugh-Howell (University of Northern Colorado, autor correspondente), Emily A Holt (0000-0002-1777-7882, Department of Biological Sciences University of Northern Colorado Greeley Colorado USA, autor correspondente) |
| Ano | 2024 |
| Volume | 108 |
| Fascículo | 1 |
| Páginas | 86-106 |
| Data de publicação | 2024-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21826 |
| OpenAlex | W4386136920 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 78 |
Undergraduate biology educators strive to understand how to best teach students the concepts of climate change. The root of this understanding is the establishment of what students know about climate change. This research aims to describe undergraduate biology students’ conceptions of climate change and their argument practices and associated cognitive biases in how they think about the topic. We used qualitative conception interviews to obtain data from 26 American biology undergraduate students who predicted how climate change would affect a forested ecosystem after an average of 1° increase in Fahrenheit (0.5°C change) over 25 years. Through deductive coding, we found the majority of students’ predictions agreed with expert ideas. However, the students used various argument strategies (i.e., Reasoning and Cognitive Biases) in defending their choices, including Ecological Explanations, Observations, Anchoring, and Contrast Effects
Affect (linguistics) · Argument (complex analysis) · Biology · Climate change · Coding (social sciences) · Cognition · Conceptual change · Epistemology · Mathematics education · Philosophy of science · Science education · Social science · Sociology · Climate Change Communication and Perception · Ecology · Educational Strategies and Epistemologies · Environmental Education and Sustainability · Psychology
TAPping into argumentation
Choice in Context
Warming to the idea
Précis of Simple heuristics that make us smart
Effect of outdoor temperature, heat primes and anchoring on belief in global warming
Grasp of evidence
Arguing to Learn in Science
The Argumentative Theory
Construal-level theory of psychological distance.
Social representations of climate change in Swedish lay focus groups
Emotional anchoring and objectification in the media reporting on climate change
Experimental Research in Reducing the Risk of Cognitive Bias in Intelligence Analysis
Qualitative Research
Changing Climate Change Education
Identifying Types of Eco-Anxiety, Eco-Guilt, Eco-Grief, and Eco-Coping in a Climate-Sensitive Population
Secondary students’ ideas about scientific concepts underlying climate change
Discussing the Greenhouse Effect
Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences
A comparison of California and Texas secondary science teachers’ perceptions of climate change
Perceptual anchoring and adjustment
The Impact of Affective Heuristics in Decision-Making Regarding the Implementation of Prescribed Fire on Private Rangelands in the Southern Great Plains, USA
Biology instruction using a generic framework of scientific reasoning and argumentation
Thinking about Mechanisms
The “future is now” bias
The dragons of inaction
Barriers perceived to engaging with climate change among the UK public and their policy implications
Beyond STS
Choice Based on Reasons
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 0,5 |
| Intervalo de citações | 2024 - 2024 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |