Any Questions? Seeking Public Interest in Climate Change

• In Event: Learning and Questioning: How Social Actors Engage with Sustainability and Climate Change

Proposal

In an era increasingly shaped by complex global challenges such as climate change, understanding public perceptions and knowledge about these issues is critical. Climate change, in particular, demands urgent attention not only from policymakers and scientists but also from educators and communicators who seek to engage the public in meaningful ways. While K-12 education often falls short in addressing climate change, the general public learns about it informally, largely through online platforms and media influenced by various biases. This study explores how the public engages with climate change by analyzing questions they would ask a scientist about the topic, providing valuable insight into public concerns, gaps in understanding, and perceptions of the issue.

The framework for this study aligns with the evolution of science communication, shifting from a deficit model—where the public is seen as lacking information—to a more contextual approach that seeks to meet the public where they are. Previous research has focused on public attitudes, ideologies, and climate literacy, often defined by the researchers. However, this study takes a different approach, asking people directly what they want to know about climate change. By doing so, it reveals not only the content of public curiosity but also the dimensions of public understanding and concerns.

Data were gathered from 900 open-ended responses to the Survey on Current Issues, where respondents were asked what they would ask a scientist about climate change. Using both qualitative and quantitative methods, we developed a framework of 11 themes and 21 sub-themes, highlighting key areas of public interest. Our findings reveal that 51% of Americans are primarily interested in how humans are responding to climate change—what actions should be taken, the barriers to those actions, and the consequences of failing to act. Other prominent concerns include the impacts of climate change (22%), causes (15%), and future outlooks (18%). A notable portion of the public is also concerned with skepticism and mistrust of authorities, scientific legitimacy, and the role of natural versus human drivers of climate change. When we analyzed these themes across different segments of the population, we found distinct patterns. The “climate-affirming” group is focused on future actions and solutions, while the “climate-critical” group is more interested in causes, skepticism, and past data. A third group, the “climate-moderate,” shares some concerns with both extremes but tends to focus more on forward-looking questions about responses and impacts.

These findings have significant implications for climate communication strategies. By understanding the different ways in which the public engages with climate change, communicators can tailor their messages to meet the needs and concerns of different audiences. This research also underscores the importance of addressing misinformation and the role of social media in shaping public understanding. As the public continues to learn about climate change in informal settings, understanding their questions and concerns can help scientists, educators, and policymakers engage more effectively with diverse audiences. This study contributes to the growing body of work on public understanding of science, particularly in the context of climate change.

Author

• Sarah Lewis, Columbia University Teachers College