Considering the Role of 'Need for Cognition' in Students’ Acceptance of Climate Change & Evolution
| Autor: | Jeremy Kudrna, Marta Dykhuizen Shore, Deena Wassenberg |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Need for cognition
business.industry media_common.quotation_subject Global warming Public relations Agricultural and Biological Sciences (miscellaneous) Preference Education Scientific evidence Comprehension Critical thinking Mathematics education Darwinism General Agricultural and Biological Sciences business Skepticism media_common |
| Zdroj: | The American Biology Teacher. 77:250-257 |
| ISSN: | 1938-4211 0002-7685 |
| DOI: | 10.1525/abt.2015.77.4.4 |
| Popis: | Anthropogenic climate change (ACC) and evolution are examples of issues that are perceived differently by scientists and the general public. Within the scientific community, there are clear consensuses that human activities are increasing global temperatures (ACC) and that evolutionary mechanisms have led to the biodiversity of life on Earth (evolution). However, there is much debate in the public discourse about the scientific evidence supporting these topics. The purpose of our study was to explore the relationship between a student’s need for cognition (NFC) – preference to engage in and enjoy thinking – and the student’s acceptance of ACC and evolution. The results revealed that students with a higher NFC were more accepting of both ACC and evolution. Future investigations should include evaluating the efficacy of different instructional techniques on NFC and acceptance of polarizing topics such as evolution and ACC. |
| Databáze: | OpenAIRE |
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