本科生生物学学生的气候变化沟通经验表明需要基于学科的教育科学沟通研究教育关于文化上有争议的科学话题的教育
Chloe D Bowen1, Katie A Coscia1, Madeline G Aadnes1
1Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132.
CBE life sciences education
|April 11, 2025
概括
生物学学生交流气候变化的原因和影响,但避免讨论解决方案. 他们主要与志同道合的人交往,并希望获得更多的科学交流培训,以有效地讨论有争议的话题.
科学领域:
- 环境科学 环境科学
- 生物教育教育 生物学教育
背景情况:
- 科学交流对本科生来说至关重要.
- 关于生物学学生如何就气候变化等有争议的话题进行沟通的研究有限.
研究的目的:
- 探索生物学学生参与有关气候变化的科学传播的程度和方式.
- 了解学生关于气候变化沟通的准备和需求.
主要方法:
- 对38所大学的191名生物学学生进行了气候变化沟通频率和准备情况的调查.
- 采访了25名调查参与者,以收集深入的经验和学习需求.
主要成果:
- 学生沟通气候变化,对原因/影响充满信心,但对解决方案却不那么自信.
- 沟通主要发生在支持的观众中 ("向合唱团讲道"),避免持不同意见的观点.
- 学生报告缺乏正式的科学沟通培训,但表达了强烈的愿望.
结论:
- 生物学学生正在积极沟通气候变化,但需要加强培训.
- 更好的准备可能会增加参与讨论的意愿,特别是与持有不同观点的人.
- 有针对性的科学传播培训可以使学生能够更广泛地解决复杂的环境问题.
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