Faculty Publications

Document Type


Publication Date

April 2019

Publication Title



Environmental Education, Science Education


Education | Elementary Education


In this paper, we report an estimate of the magnitude of the “consensus gap” – the gap between what scientists know about climate change and what the general public thinks they know – about anthropomorphic climate change among K-8 pre-service teachers. We also report qualitative findings about the utility of a four-faceted approach to teaching about climate change designed explicitly to mitigate inductive reasoning errors and to reduce in-group favoritism, attribution bias, inter-group conflict, and confirmation bias. We found that learning about the scientific consensus spurred student exploration about climate change and the careful use of deliberation toward commonly-held positions within a caring learning community rather than the more common ‘debate’ style of discussion fostered deep reflection.


Paper presented at the 2019 annual meeting of the American Educational Research Association.
Paper presented as part of the session: Science Teaching and Learning SIG Paper Session: Preservice Teachers
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