Raising climate literacy through addressing misinformation: Case studies in agnotology-based learning

John Cook, D. Bedford, S. Mandia

    Research output: Contribution to journalLetter

    20 Citations (Scopus)

    Abstract

    © 2014 National Association of Geoscience Teachers. Agnotology is the study of how and why ignorance or misconceptions exist. While misconceptions are a challenge for educators, they also present an opportunity to improve climate literacy through agnotology-based learning. This involves the use of refutational lessons that challenge misconceptions while teaching scientific conceptions. We present three case studies in improving climate literacy through agnotology-based learning. Two case studies are classroom-based, applied in a community college and a four-year university. We outline the misinformation examined, how students are required to engage with the material and the results from this learning approach. The third case study is a public outreach targeting a climate misconception about scientific consensus. We outline how cognitive research guided the design of content, and the ways in which the material was disseminated through social media and mainstream media. These real-world examples provide effective ways to reduce misperceptions and improve climate literacy, consistent with twenty years of research demonstrating that refutational texts are among the most effective forms of reducing misperceptions.
    Original languageEnglish
    Pages (from-to)296-306
    JournalJournal of Geoscience Education
    Volume62
    Issue number3
    DOIs
    Publication statusPublished - 2014

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