Navigating climate change
Abstract/Contents
- Abstract
- Human-driven climate change remains divisive in the US, where skepticism of the scientific consensus is associated with political conservativeness. However, how politics affect youth perceptions of climate change has been studied only minimally. This dissertation deepens our understanding of the ways in which political views influence US youths' scientific reasoning about climate change. Study #1 used mixed methods to analyze the results of an individually randomized trial involving 357 participants in grades 9-11. Findings demonstrated the value of teaching mechanistic understandings of climate change, yet also showed the influence of worldview on receptivity to climate change for adolescents, as well as complex interactions between quantitative reasoning and worldview. Study #2 examined the intersection of science, emotion, and politics in youth writing about climate change, with an analysis of letters written by 350 teenagers across the United States during the lead up to the 2016 Presidential election. Using a mixed-methods approach to analysis, this study identified in these letters three distinct discourses, or ways of discussing climate change: a solution-oriented discourse, a climate politics discourse, and a discourse of doom. This analysis also demonstrates the politicization of climate change for some youth in the US. Study #3 asked about science learning that occurred in a 9th grade classroom in moments when political aspects of climate change emerged through discourse. With sociocultural theory as a conceptual lens, this study used discourse analysis to show evidence for productive disciplinary engagement (PDE) around knowledge of the political dimensions of climate change. It also described moments in which students drew on their own personal political frameworks to navigate issues of science
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2020; ©2020 |
| Publication date | 2020; 2020 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Zummo, Lynne Marie |
|---|---|
| Degree supervisor | Ardoin, Nicole M. (Nicole Michele) |
| Degree supervisor | Brown, Bryan Anthony |
| Thesis advisor | Ardoin, Nicole M. (Nicole Michele) |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Carlson, Janet F |
| Degree committee member | Carlson, Janet F |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Lynne M. Zummo |
|---|---|
| Note | Submitted to the Graduate School of Education |
| Thesis | Thesis Ph.D. Stanford University 2020 |
| Location | electronic resource |
Access conditions
- Copyright
- © 2020 by Lynne Marie Zummo
Also listed in
Loading usage metrics...