High school experiences and climate change beliefs of first year college students in the United States

Shealy, Tripp; Klotz, Leidy; Godwin, Allison; Hazari, Zahra; Potvin, Geoff; Barclay, Nicole; Cribbs, Jennifer

doi:10.1080/13504622.2017.1293009

Cited by 34 publications

(18 citation statements)

References 44 publications

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“…While in spiralling across a variety of scales of time and space, power and personhood, and methods and methodologies, they variously touch on, nudge and rework aspects of the following: educator and learner questions, concepts, beliefs, values, adaptive capacities, networks, actions, interactions and intra-actions, and contexts for climate change education (e.g. Boyd and Osbahr 2010;Shepardson et al 2012;Brownlee, Powell, and Hallo 2013;Shealy et al 2019;Devine-Wright, Devine-Wright, and Fleming 2004;Sezen-Barrie, Miller-Rushing, and Hufnagel 2019a;cf. Dove 1996;Leiserowitz 2006;Whitmarsh 2009;Porter, Weaver, and Raptis 2012;Blum et al 2013;€ Ohman and € Ohman 2013;Plutzer et al 2016;Kolleck et al 2017;Verlie and CRR 15 2018), the influence of everyday life, cultural to transcultural and subcultural norms, class, gender, age, personal beliefs, emotions, imagery and metaphors, information seeking and representations, consensus claims, risk perception, coping strategies, friends, parents and family in building or dissipating concern (Stern€ ang and Lundholm 2012; Boyd and Osbahr 2010;Kenis and Mathijs 2012;Niebert and Gropengiesser 2013;Stevenson, Peterson, and Bondell 2019;cf.…”

Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

184

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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Section: Learning Objectives For Achieving the Sdgsmentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

184

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“…Surprisingly few studies have attempted to assess the knowledge and attitudes of university students towards climate change [ 25 ] and none have attempted to sample across all majors and degrees, much less across a country. Further, many used small samples (under 400) and/or were designed to respond to challenges faced in Western countries, particularly the need for education to overcome climate change denialism [ 26 – 28 ]. Ours is the first study to cover knowledge, concern and behavioral change in a single investigation and to include students from across all majors and degrees, across all years of university study, across universities ranked at different levels and across all geographical regions.…”

Section: Introductionmentioning

confidence: 99%

Towards an East Asian model of climate change awareness: A questionnaire study among university students in Taiwan

Giusto

Lavallee

2018

PLoS ONE

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East Asia emits more greenhouse gases into the atmosphere than any other region, yet little is known about attitudes towards climate change in this region. A cross-sectional survey investigating climate change knowledge, concern and behavior change was administered to 1118 university students at nine universities across Taiwan in June 2016. Knowledge was assessed with a 15-item quiz while concern and behavioral change were self-reported on 5-point Likert scales. The relationship of these three variables with various socio-demographic variables was investigated through Kruskal-Wallis tests and ordinal logistic regressions. Knowledge was homogeneous by region but differed sharply by socioeconomic position. Concern appears high by international standards, with 65% reporting being “somewhat concerned” and 28% being “very concerned,” while climate change denial was negligible. Students expressing greater concern were more likely to be from eastern and southern Taiwan, regions more vulnerable to extreme weather events. However, these high concern levels did not translate into action, as only 38% of respondents reported “some” and 11% reported “very much” behavioral change in response to climate change. Higher levels of behavioral change were reported by students expressing greater concern and students with lower levels of climate change knowledge. In contrast with studies of Western societies, our findings suggest an East Asian model in which the conflict between economic growth and the environment is playing out in different ways, such that the crucial need is for policy leadership and not more education.

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“…6. See Huxster, Uribe-Zarain, and Kempton (2015), Kahan (2015), Palm, Lewis, and Feng (2017), Popovich, Schwartz, and Schlossberg (2017), and Shealy et al (2019). 7.…”

Section: Acknowledgmentsmentioning

confidence: 99%

Geographic Education in the Anthropocene: Cultivating Citizens at the Neoliberal University

Naylor

Veron

2020

Annals of the American Association of Geographers

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In the Anthropocene, the charge to address climate change has been taken up by youth. From the landmark climate lawsuit filed in 2015 by twenty-one young people to secure the legal right to a safe climate to the thousands of climate marches and school strikes that took place in 2018 and 2019, young people are making their voices heard. Many undergraduate students enter universities passionate about solving problems related to the changing climate; however, they arrive at a site of conflicting values about education. As the university increasingly treats students as customers, the ability to educate and foster a new generation of climate change-informed and action-oriented citizens is challenged. In this article, we ask how we cultivate citizens in the geography classroom in the Anthropocene. Drawing on our experience cocreating and teaching a climate change and food security class for sophomores, we examine this question to understand the place of geographic education in the neoliberal university in the Anthropocene. Here, we detail an example of coteaching and using a problem-based learning task based on pressing climate change issues as a way of modeling and practicing problem solving that reinforces students' identification as agents who can act in a climate-changing world. We find that teaching from both a climate science and social or cultural perspective is an important component of students considering where they fit in the Anthropocene. In this article, we offer a model for geography educators for integrative educational experiences, translating student passion for solving problems into momentum toward change.

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High school experiences and climate change beliefs of first year college students in the United States

Cited by 34 publications

References 44 publications

Climate change education and research: possibilities and potentials versus problems and perils?

Climate change education and research: possibilities and potentials versus problems and perils?

Towards an East Asian model of climate change awareness: A questionnaire study among university students in Taiwan

Geographic Education in the Anthropocene: Cultivating Citizens at the Neoliberal University

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