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From Ozone Depletion to Natural Cycles : = Conceptions of "Climate Change" and "Global Warming" Among University Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	From Ozone Depletion to Natural Cycles :/
Reminder of title:	Conceptions of "Climate Change" and "Global Warming" Among University Students.
Author:	Rebane, Kaja L.
Description:	1 online resource (304 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
Subject:	Climate change. -
Online resource:	click for full text (PQDT)
ISBN:	9780355548877

From Ozone Depletion to Natural Cycles : = Conceptions of "Climate Change" and "Global Warming" Among University Students.
Rebane, Kaja L.

From Ozone Depletion to Natural Cycles :Conceptions of "Climate Change" and "Global Warming" Among University Students. - 1 online resource (304 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.

Includes bibliographical references

Communicating effectively about global climatic change can be difficult when expert and non-expert conceptions of the issue diverge. This mixed-methods study examines lay conceptions at a major Midwestern research university using interviews and a survey of undergraduate, graduate, and professional students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355548877Subjects--Topical Terms:

1009004
Climate change.
Index Terms--Genre/Form:

554714
Electronic books.

From Ozone Depletion to Natural Cycles : = Conceptions of "Climate Change" and "Global Warming" Among University Students.
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100 1 $a Rebane, Kaja L. $3 1185829
245 1 0 $a From Ozone Depletion to Natural Cycles : $b Conceptions of "Climate Change" and "Global Warming" Among University Students.
264 0 $c 2017
300 $a 1 online resource (304 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: B.
500 $a Adviser: Bradford Barham.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
504 $a Includes bibliographical references
520 $a Communicating effectively about global climatic change can be difficult when expert and non-expert conceptions of the issue diverge. This mixed-methods study examines lay conceptions at a major Midwestern research university using interviews and a survey of undergraduate, graduate, and professional students.
520 $a Chapter 1 sets the stage. I consider the political context, discuss the extent to which Americans prioritize this issue, and describe the sample and overall methodology.
520 $a In Chapter 2 I examine participants' ideas about whether global climatic change is happening, the scientific consensus, their own knowledge, and the problem's causes, likely effects, and appropriate mitigation actions. The results show that students' mental models only partially align with those of experts. Of various personal characteristics political ideology most strongly predicts response patterns, and the term "global warming" tends to be more politically polarizing than "climate change". While self-assessed knowledge predicts endorsement of scientific facts, it is a poor indicator of students' ability to identify bogus claims.
520 $a Chapter 3 focuses on conceptual distinctions between "global warming" and "climate change". Most participants understood these to be distinct phenomena, and different reactions to the terms overall were driven by this group. A handful of themes dominate the perceived relationship between the phenomena, including nestedness and causation. These results suggest the terms are not equivalent in the public mind, as often assumed in the news media and opinion polls, nor do differential reactions to them solely represent framing effects, as typically assumed by researchers.
520 $a I consider how young people learn to conflate global climatic change with stratospheric ozone depletion in Chapter 4. Such confusion is nearly universal among the participants and linked to endorsement of ineffective mitigation measures. Formal education, particularly before but also during college, appears to play a key role in transmitting these ideas to new generations. Chapter 5 provides a synthesis. I discuss the findings most relevant to public communicators, educators, and investigators, and identify topics in need of further research. I also consider the conceptual metaphors that structure lay understanding of global climatic change and ozone depletion, and suggest a modification to reduce their conflation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Climate change. $2 bicssc $3 1009004
650 4 $a Communication. $3 556422
650 4 $a Environmental education. $3 580651
655 7 $a Electronic books. $2 local $3 554714
690 $a 0404
690 $a 0459
690 $a 0442
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Wisconsin - Madison. $b Environment and Resources. $3 1185830
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690040 $z click for full text (PQDT)