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From Ozone Depletion to Natural Cycl...

Rebane, Kaja L.

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From Ozone Depletion to Natural Cycles: Conceptions of "Climate Change" and "Global Warming" Among University Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Ozone Depletion to Natural Cycles: Conceptions of "Climate Change" and "Global Warming" Among University Students./
作者:	Rebane, Kaja L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	304 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
Contained By:	Dissertation Abstracts International79-04B(E).
標題:	Climate change. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690040
ISBN:	9780355548877

From Ozone Depletion to Natural Cycles: Conceptions of "Climate Change" and "Global Warming" Among University Students.
Rebane, Kaja L.

From Ozone Depletion to Natural Cycles: Conceptions of "Climate Change" and "Global Warming" Among University Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 304 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Communicating effectively about global climatic change can be difficult when expert and non-expert conceptions of the issue diverge. This mixed-methods study examines lay conceptions at a major Midwestern research university using interviews and a survey of undergraduate, graduate, and professional students.

ISBN: 9780355548877Subjects--Topical Terms:

2079509
Climate change.

From Ozone Depletion to Natural Cycles: Conceptions of "Climate Change" and "Global Warming" Among University Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
500 $a Adviser: Bradford Barham.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
520 $a Communicating effectively about global climatic change can be difficult when expert and non-expert conceptions of the issue diverge. This mixed-methods study examines lay conceptions at a major Midwestern research university using interviews and a survey of undergraduate, graduate, and professional students.
520 $a Chapter 1 sets the stage. I consider the political context, discuss the extent to which Americans prioritize this issue, and describe the sample and overall methodology.
520 $a In Chapter 2 I examine participants' ideas about whether global climatic change is happening, the scientific consensus, their own knowledge, and the problem's causes, likely effects, and appropriate mitigation actions. The results show that students' mental models only partially align with those of experts. Of various personal characteristics political ideology most strongly predicts response patterns, and the term "global warming" tends to be more politically polarizing than "climate change". While self-assessed knowledge predicts endorsement of scientific facts, it is a poor indicator of students' ability to identify bogus claims.
520 $a Chapter 3 focuses on conceptual distinctions between "global warming" and "climate change". Most participants understood these to be distinct phenomena, and different reactions to the terms overall were driven by this group. A handful of themes dominate the perceived relationship between the phenomena, including nestedness and causation. These results suggest the terms are not equivalent in the public mind, as often assumed in the news media and opinion polls, nor do differential reactions to them solely represent framing effects, as typically assumed by researchers.
520 $a I consider how young people learn to conflate global climatic change with stratospheric ozone depletion in Chapter 4. Such confusion is nearly universal among the participants and linked to endorsement of ineffective mitigation measures. Formal education, particularly before but also during college, appears to play a key role in transmitting these ideas to new generations. Chapter 5 provides a synthesis. I discuss the findings most relevant to public communicators, educators, and investigators, and identify topics in need of further research. I also consider the conceptual metaphors that structure lay understanding of global climatic change and ozone depletion, and suggest a modification to reduce their conflation.
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