Exploring Undergraduate Engagement With The Consequences of Climate Change

Engendering conceptual change from naive to scientifically sophisticated beliefs is a difficult task. One factor that fosters conceptual change is greater engagement with a topic. Yet if one asks about a topic in the wrong way, one may fail to find engagement where it exists or assume it exists where it does not. Climate change is an immense topic with consequences across many domains and people may be more concerned with specific consequences than with the topic generally. Therefore, it may be helpful to disambiguate the various risks to see which consequences people find especially engaging and which they do not. We asked 188 undergraduate students at a large university in California to rate twenty-five potential consequences of climate change on several questions. The questions were drawn from constructs that lead to greater engagement with a topic according to the Cognitive Reconstruction of Knowledge Model (Dole & Sinatra, 1998). Scores were then combined to create engagement scores. We found that two potential consequences of climate change were rated as more engaging than climate change generally: air pollution and increases in the price of food. Many consequences were rated as less engaging, including floods, stronger hurricanes, and melting permafrost. This implies that some consequences that scientists consider potentially worthy of concern are nonetheless not considered engaging by many. We also asked participants several open-ended questions about their perceptions of climate change and what consequences they especially cared about. Results were broadly similar but demonstrated many misconceptions about the mechanics and consequences of climate change. Several participants expressed concerns about increases in earthquakes, changes to the ozone layer, and dangerous changes to the density of the atmosphere. We asked participants about the relationship between the terms climate change and global warming. There was considerable disagreement on how these two terms were related. This is problematic if educators assume that people are using the terms synonymously. Finally, we asked participants about whether humanity would be able to solve climate change before catastrophic consequences occurred. To our surprise, only one out of five participants believed we would do so. Some participants were unsure whether we would solve it or believed that we would only address it after some catastrophic consequences had already occurred, but the majority of participants believed that we would fail to solve it. Climate science educators have often tried to avoid portraying climate change as unavoidable and hopeless, yet many people have nonetheless come to this conclusion. Relying on positive messages about solving climate change in the hope of forestalling hopelessness may be insufficient and we may need to help people deal with feelings of hopelessness directly.