Teachers’ Perceptions About Climate Change: Using Critical Evaluation to Influence Plausibility Reappraisals and Knowledge Reconstruction

• In Event: Poster Session 9
  In Poster Session: Learning and Motivation in Education

Abstract

Plausibility judgments may be important means by which individuals evaluate incoming information and could influence the degree to which individuals experience conceptual change (Authors, 1998; Posner et al., 1982). When individuals encounter the topic of climate change, where scientific ideas can be opposed to existing mental representations, plausibility judgments have been shown to come into play (Authors, 2010a). This study examined changes in teachers’ plausibility perceptions about climate change and correctness perceptions of two alternative models explaining climate change. A treatment group experienced an activity promoting critical evaluation and plausibility reappraisal, and showed significant changes in plausibility and perceptions of human-induced climate change. A comparison group of teachers who did not experienced this intervention showed no change on these measures.

Authors

• Doug Lombardi, Temple University

• Gale M. Sinatra, University of Southern California