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Students' personal epistemological beliefs and climate change solutions
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.ORCID-id: 0000-0001-6350-7763
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-8649-4632
2018 (Engelska)Ingår i: Programme and Book of Abstracts, 2018, s. 53-53Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This quantitative study explores changes in relations between students’ epistemological be-liefs regarding certainty of knowledge and global warming scepticism. It also explores whether different dimensions of knowledge certainty predict students’ understandings of large-scale solutions to climate change as in education/information, market prices or tax and legislation. The study is longitudinal and a paper and pen questionnaire was distributed to business and economics students at two occasions. The first year’s measurement included 212 participants, aged 17 years. Measurement was repeated a year later when students were in their final year of education. Factor analysis and linear regression analyses were used to generate underlying dimensions of beliefs and to predict relations between epistemological beliefs and conceptions of solutions to climate change. Changes are analysed through paired sample t-test. Results show, firstly, that almost all students acknowledged climate change and the study found no significant change over time at group level. Furthermore, preliminary results generated a three-factor solution regarding epistemological beliefs of knowledge certainty; science has clear-cut answers, science can be revised, and science is universal truth. Two solutions to climate change were significantly predicted by an absolute belief ‘science has clear-cut answers’: at first measurement is was education/information and at the second time, it was market prices. The epistemological dimension of ‘science can be revised’ predicted a belief that taxes are efficient solutions.

Ort, förlag, år, upplaga, sidor
2018. s. 53-53
Nyckelord [en]
students, knowledge stability, climate change
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-165289OAI: oai:DiVA.org:su-165289DiVA, id: diva2:1281999
Konferens
11th International Conference on Conceptual Change. Epistemic Cognition and Conceptual Change, Klagenfurt, Austria, August 29-September 1, 2018
Tillgänglig från: 2019-01-23 Skapad: 2019-01-23 Senast uppdaterad: 2019-08-26Bibliografiskt granskad

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Ignell, CarolineDavies, PeterLundholm, Cecilia
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Institutionen för pedagogik och didaktikInstitutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
Utbildningsvetenskap

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