Patterns of belief and trust in climate change information

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-06-29 DOI:10.1002/tea.21967
Victoria Johnson, Reese Butterfuss, Rina Harsch, Panayiota Kendeou
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Abstract

A crucial hurdle to addressing climate change is science denial. While research suggests that science denial is related to judgments individuals make about the credibility of information sources, less is known about how source credibility and characteristics of the individual interact to affect science denial. In the present study, we examined the extent to which individuals' belief in climate change claims and trust in the sources of these claims were influenced by the interaction between the political leaning of information sources (i.e., conservative media vs. liberal media vs. scientific institutions), individuals' political ideologies, and individuals' epistemic beliefs (beliefs about the nature of knowledge and knowing). We found that both individuals' belief in climate change information and trust in sources were predicted by interactions between these variables. For example, participants who believed that facts are not politically constructed were more likely to believe in climate information and trust scientific sources, regardless of the participant's partisanship. These findings suggest that epistemic profiles associated with deference to scientific sources might protect against climate change denial. Therefore, cultivating such epistemic beliefs and the skills to critically evaluate sources could be instrumental to combating climate change denial.
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对气候变化信息的信仰和信任模式
解决气候变化问题的一个关键障碍是对科学的否定。尽管研究表明,科学否定与个人对信息来源可信度的判断有关,但人们对信息来源可信度和个人特征如何相互作用影响科学否定却知之甚少。在本研究中,我们考察了信息来源的政治倾向(即保守派媒体与自由派媒体、科学机构)、个人的政治意识形态和个人的认识论信念(关于知识和认识本质的信念)之间的相互作用对个人对气候变化说法的信念和对这些说法来源的信任的影响程度。我们发现,个人对气候变化信息的信念和对信息来源的信任都会受到这些变量之间相互作用的影响。例如,认为事实不是政治构建的参与者更有可能相信气候信息并信任科学信息来源,而与参与者的党派立场无关。这些研究结果表明,与尊重科学来源相关的认识论特征可能会保护人们免受否认气候变化的影响。因此,培养这种认识论信念和批判性地评估信息来源的技能可能有助于抵制否认气候变化的行为。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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