Header

UZH-Logo

Maintenance Infos

Embodying climate change: How to cope with public confusion on global warming


Niebert, Kai (2015). Embodying climate change: How to cope with public confusion on global warming. In: Biannual Meeting: Science Education Research: engaging learners for a sustainable future, Helsinki, 31 August 2015 - 4 September 2015, online.

Abstract

The scientific consensus on the causes of climate change is in contrast to a widespread confusion among the public: Several studies indicate that not only school students and laypeople but even qualified science graduates face serious problems to explain how the emission and capture of CO2 influence the atmospheric CO2-budget and thus global warming. We use the theoretical framework of embodied cognition to analyse why the principles of climate change are so hard to grasp. Embodied cognition states that all of our conceptions base on physical and cultural experience. This experience is used either directly or metaphorically in understanding a phenomenon. Our analyses show that the atmospheric CO2- budget is interpreted with image schemata like containers, flows and balances. Each of these single schemata are embodied and shaped in early childhood. But to understand climate change these schemata are combined to a stock-and flow schema which is complex and unintuitive. Based on our findings we developed external representations of the atmospheric CO2-budget that address the students’ confusion by two strategies: Whether we afforded an experience or we assisted the reflection on the stock- and flow schema by representing its image-schematic structure. We probed these external representations in teaching experiments with high-school and university students and discuss how embodied cognition can inform the development of external representations on stock- and flow relationships

Abstract

The scientific consensus on the causes of climate change is in contrast to a widespread confusion among the public: Several studies indicate that not only school students and laypeople but even qualified science graduates face serious problems to explain how the emission and capture of CO2 influence the atmospheric CO2-budget and thus global warming. We use the theoretical framework of embodied cognition to analyse why the principles of climate change are so hard to grasp. Embodied cognition states that all of our conceptions base on physical and cultural experience. This experience is used either directly or metaphorically in understanding a phenomenon. Our analyses show that the atmospheric CO2- budget is interpreted with image schemata like containers, flows and balances. Each of these single schemata are embodied and shaped in early childhood. But to understand climate change these schemata are combined to a stock-and flow schema which is complex and unintuitive. Based on our findings we developed external representations of the atmospheric CO2-budget that address the students’ confusion by two strategies: Whether we afforded an experience or we assisted the reflection on the stock- and flow schema by representing its image-schematic structure. We probed these external representations in teaching experiments with high-school and university students and discuss how embodied cognition can inform the development of external representations on stock- and flow relationships

Statistics

Downloads

4 downloads since deposited on 13 Jan 2016
4 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Conference or Workshop Item (Paper), refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Event End Date:4 September 2015
Deposited On:13 Jan 2016 14:40
Last Modified:07 Mar 2017 10:26
Publisher:ESERA
Related URLs:http://www.esera.org/ (Organisation)

Download

Preview Icon on Download
Preview
Content: Published Version
Language: English
Filetype: PDF
Size: 301kB

TrendTerms

TrendTerms displays relevant terms of the abstract of this publication and related documents on a map. The terms and their relations were extracted from ZORA using word statistics. Their timelines are taken from ZORA as well. The bubble size of a term is proportional to the number of documents where the term occurs. Red, orange, yellow and green colors are used for terms that occur in the current document; red indicates high interlinkedness of a term with other terms, orange, yellow and green decreasing interlinkedness. Blue is used for terms that have a relation with the terms in this document, but occur in other documents.
You can navigate and zoom the map. Mouse-hovering a term displays its timeline, clicking it yields the associated documents.

Author Collaborations