Refutation Texts for Effective Climate Change Education

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

“Refutation texts” refuting scientific misconceptions and explaining normative concepts are effective devices for promoting conceptual change. Few refutation texts specifically related to climate changed (a topic replete with misconceptions) have been validated for effectiveness. We developed/tested three such texts on the greenhouse effect, weather vs. climate, and ozone depletion. Participants were 146 undergraduates randomized into experimental/control groups. Participants completed knowledge pretests, posttests, and delayed posttests. Experimental-group participants read a refutation text; control subjects read an unrelated text. Results indicated the refutation texts were effective in addressing misconceptions; furthermore, the effects were retained after a two-week delay. The texts (to be included in the final paper) can be used by other researchers and geoscience educators to counteract misconceptions about climate change.

Authors

• Michael Nussbaum, University of Nevada - Las Vegas

• Jacqueline Rae Cordova, University of Nevada - Las Vegas

• Abeera Rehmat, University of Nevada - Las Vegas