Senior engineering students in the USA carry misconceptions about climate change: Implications for engineering education
Senior engineering students in the USA carry misconceptions about climate change: Implications for engineering education
复制标题
美国高年级工科学生对气候变化存在误解：对工程教育的影响
DOI：
10.1016/j.jclepro.2022.131129
复制
发表时间：
2022
影响因子：
11.1
通讯作者：
Allison Godwin
中科院分区：
文献类型：
--
作者：
J. Milovanovic;Tripp Shealy;Allison Godwin
工程师是解决气候变化影响的重要组成部分。他们必须意识到与这一现象有关的问题，并有能力做出改变，以减少和改变人类对地球的影响。工程专业的学生在他们的本科四年级在美国（n= 4364）被问到24个关于气候变化的问题。我们还探讨了如何在他们的大学课程涉及气候科学相关的主题，他们对气候变化科学的理解。我们的结果表明，该样本中的工程专业学生对气候变化科学没有很好的理解。在我们的样本中，只有30%的学生了解具体的原因和解决方法。例如，学生们错误地认为地球臭氧层的空洞导致了全球气候变化。这种误解与有关初中和高中学生对气候变化原因和后果的理解的文献是一致的。我们发现大学课程和科学出版物对学生与气候变化相关的科学知识有积极的影响。主流媒体、朋友和家人则有相反的效果。虽然在大学课程中涵盖气候变化和可持续发展有利于学生了解气候变化，但不足以纠正一些气候变化的错误观念。我们的研究结果表明，在美国的工程教育并没有提供足够的影响学生的知识，这一重要课题。了解气候变化的科学是采取行动解决它的第一步。美国即将进入劳动力市场的工程专业学生对气候科学存在误解，这是一个应该解决的教育问题。他们需要了解气候变化科学，以便采取相关行动来解决它。这项研究为工程师在未来的实践中更好地应对气候变化提供了指导。
Engineers are an essential part of solving the effects of climate change. They must be aware of the issues related to this phenomenon and empowered to make change to reduce and shift the impact of humans on the planet. Engineering students in their fourth-year of undergraduate studies in the United States (n= 4364) were asked 24 questions about climate change. We also explored how covering climate science-related topics in their college courses related to their understanding of climate change science. Our results indicate that climate change science was not well understood by engineering students in this sample. Only 30 percent of students in our sample understood the specific causes and methods to address it. For example, students incorrectly believed the hole in the earth ozone layer causes global climate change. This misconception is consistent with the literature on middle and high school students' understanding of climate change causes and consequences. We found that college courses and scientific publications have a positive effect on students' science knowledge related to climate change. Mainstream media, friends and family members have a reverse effect. While covering climate change and sustainable development in college courses favored students' knowledge of climate change, it was not sufficient to correct some climate change misconceptions. Our results suggest that engineering education in the U.S. does not provide an adequate impact on students’ knowledge of this important topic. Understanding the science of climate change is a first step toward taking action to address it. Engineering students in the U.S. about to enter the workforce carry misconceptions about climate science, which is an educational issue that should be addressed. They need an understanding of climate change science for them to take relevant action to address it. The study provides directions to better prepare engineers to address climate change in their future practices.
开展调查以衡量学生的意识、素养和应对人为气候变化的行动之间的差距
DOI：
--
发表时间：
2017
期刊：
ASEE Annual Conference proceedings
影响因子：
--
作者：
Shealy, Tripp;Godwin, Allison;Gardner, Haley
通讯作者：
Gardner, Haley
更高层次的设计思维特征和设计课程中的主动学习激励工程学生在职业生涯中解决能源可持续性问题
影响因子：
3.9
作者：
Milovanovic, Julie;Shealy, Tripp;Katz, Andrew
通讯作者：
Katz, Andrew
DOI：
10.1073/pnas.1703568114
发表时间：
2017-11-07
影响因子：
11.1
作者：
Garner AJ;Mann ME;Emanuel KA;Kopp RE;Lin N;Alley RB;Horton BP;DeConto RM;Donnelly JP;Pollard D
通讯作者：
Pollard D