4. Climate Literacy and Scientific Reasoning

  1. Diana Dalbotten,
  2. Gillian Roehrig and
  3. Patrick Hamilton
  1. Shiyu Liu,
  2. Keisha Varma and
  3. Gillian Roehrig

Published Online: 11 APR 2014

DOI: 10.1002/9781118854280.ch4

Future Earth - Advancing Civic Understanding of the Anthropocene

Future Earth - Advancing Civic Understanding of the Anthropocene

How to Cite

Liu, S., Varma, K. and Roehrig, G. (2014) Climate Literacy and Scientific Reasoning, in Future Earth - Advancing Civic Understanding of the Anthropocene (eds D. Dalbotten, G. Roehrig and P. Hamilton), John Wiley & Sons, Inc., Hoboken, NJ. doi: 10.1002/9781118854280.ch4

Author Information

  1. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Publication History

  1. Published Online: 11 APR 2014
  2. Published Print: 16 MAY 2014

ISBN Information

Print ISBN: 9781118854303

Online ISBN: 9781118854280

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Keywords:

  • climate literacy;
  • global climate change;
  • scientific reasoning

Summary

Global climate change has been widely discussed in the public media for the past decades. There have been ongoing debates about what may contribute to the development of climate literacy. This chapter discusses an important cognitive construct, scientific reasoning, to propose a new perspective toward the development of climate literacy. As an underlying mechanism for our mental activities, scientific reasoning relates to different aspects involved in the understanding of climate science. An in-depth investigation of scientific reasoning and its relationship with climate change education can provide an overarching framework for the ongoing efforts in enhancing climate literacy. The chapter presents a brief review on the nature of scientific reasoning, and discusses the importance of promoting scientific reasoning in climate change education. It provides some suggestions on how to incorporate scientific reasoning into the endeavor of enhancing climate literacy.