STUDENTS UNDERSTANDING OF CLIMATE-CHANGE - INSIGHTS FOR SCIENTISTS AND EDUCATORS

Teachers and meteorologists are among the most respected purveyors of scientific information to the public. As such, they can play an influe ntial role in educating the public about basic atmosphere-related phen omena. To better full-fill this educational role, it is necessary to ( i) identify and (ii) correct people's major misconceptions about clima tic and atmospheric issues, including global climate change. This pape r reports the results of a survey of high school students' knowledge a nd attitudes about climate change. The authors use open-ended survey q uestions to gain a more comprehensive understanding of the range of '' mistakes'' that are made. The results show misconceptions including in flated estimates of temperature change, confusion between ozone deplet ion and global warming, the perception of warmer weather and a belief that all environmentally harmful acts cause climate change. Also discu ssed is the origin of these mistakes from the perspective of current s ocial scientific literature. It is suggested that these misconceptions arise from low levels of information, reliance on the televised news media, use of judgmental heuristics, confusion between weather and cli mate, and ''fuzzy environmentalism,'' wherein students perceive dispar ate environmental harms as significantly interrelated. The study also reveals that students have a very high level of trust in scientists an d teachers. This suggests a role for scientists and educators through which they help correct misconceptions about climate change and ensure that people adopt effective environmentally protective measures.