Preaching to the choir or composing new verses? Toward a writerly climate literacy in introductory undergraduate biology

• Published in: Ecology and evolution 2019-11, Vol.9 (22), p.12360-12373
• Main Authors: Duffy, Meghan A., Hammond, J. W., Cheng, Susan J.
• Format: Article
• Language: English
• Subjects: Academic Practice in Ecology and Evolution; Biology; Choirs; Classrooms; Climate change; climate denial; climate literacy; Climate science; Colleges & universities; Core curriculum; Curricula; discipline‐based education research; Empowerment; Environmental impact; Knowledge; Learning; Literacy; pedagogy; Science teachers; solastalgia; student affect; Students; Teachers
• ISSN: 2045-7758; 2045-7758
• DOI: 10.1002/ece3.5736

Climate change is one of the most pressing issues facing society today, yet a wide range of misconceptions exist in society about whether or why climate change is happening, what its consequences are, and what can be done to address it. Large introductory biology courses present an opportunity to teach a large number of students—some of whom may never take another course focused on climate, ecology, or the environment—about climate change. However, content knowledge alone may not be enough to prepare students to transform their knowledge into action. To begin understanding how content knowledge interacts with student constructions of climate change solutions, we administered and quantitatively analyzed a survey that examined student views of climate change and how they shifted with instruction during an undergraduate introductory biology course at a large Midwestern university. Almost all participants entered the course agreeing that climate change is occurring, and their certainty about the science of climate change increased after instruction. After taking the course, more participants described climate change as having more immediate impacts, reporting that climate change is already harming people and that climate change will harm them personally. However, both at the beginning and end of the course, participants tended to think that humans would either be unable or unwilling to reduce climate change. They were also more worried about climate change at the end of the course than they were before. Increased concern might result from students becoming more certain of the science and severity of climate change, while remaining pessimistic that humans will effectively act on climate change. This pattern suggests instructors have opportunities to modify curricula in ways that leave students with a greater sense of empowerment and efficacy; we suggest questions that instructors can ask themselves in order to modify their courses with this goal in mind. We found that almost all students arrived in an introductory biology course accepting climate change, and, after instruction, they become more certain that climate change is occurring. However, students both entered and left the course pessimistic about whether humans will successfully address climate change and became more worried about climate change after instruction. We argue that meaningfully increasing students' climate literacy requires not only increasing student knowledge, but also preparing and inspir