The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study
The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study
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因果知识对改变气候变化态度意愿的影响：实证研究结果
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Francesca Pongiglione
中科院分区：
文献类型：
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作者：
Giulia Tasquier;Francesca Pongiglione
气候变化是当前人类面临的重大全球性挑战之一。尽管它的严重性在公众中似乎是众所周知的，但个人对此的反应一直是缓慢而不确定的。许多研究断言，仅仅了解气候变化不足以产生人们的行为反应。事实上，他们声称，在某些情况下，科学素养甚至会阻碍行为反应。然而，最近的调查显示，人们对气候动力学的理解相当贫乏，并认为缺乏对气候动力学中因果关系的了解可能会阻碍行为反应，因为个人无法理解他/她作为因果主体的角色，因此不知道如何采取适当的行动。本研究从这样一个假设出发，即以澄清气候动力学为重点的科学知识不仅可以使人们了解动力学本身，还可以使人们了解动力学与环境的相互作用关系。基于这些考虑的气候变化教材被设计并在一门面向中学生的课程中实施，目的是调查这类知识是否对学生采取亲环境行为的意愿产生影响。发放问卷以测试教学经验对知识和行为的影响。
ABSTRACT Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people’s behavioural response. They claim, indeed, that in some cases scientific literacy can even obstruct behavioural response instead. However, recent surveys show a rather poor understanding of climate dynamics and argue that lack of knowledge about causal relationships within climate dynamics can hinder behavioural response, since the individual is not able to understand his/her role as causal agent and therefore doesn’t know how to take proper action. This study starts from the hypothesis that scientific knowledge focused on clarifying climate dynamics can make people understand not only dynamics themselves, but also their interactive relationship with the environment. Teaching materials on climate change based on such considerations were designed and implemented in a course for secondary-school students with the aim of investigating whether this kind of knowledge had an influence on students’ willingness to adopt pro-environmental behaviours. Questionnaires were delivered for testing the effect of the teaching experience on knowledge and behaviour.