Abstract
Anthropogenic climate change (ACC) and evolution are examples of issues that are perceived differently by scientists and the general public. Within the scientific community, there are clear consensuses that human activities are increasing global temperatures (ACC) and that evolutionary mechanisms have led to the biodiversity of life on Earth (evolution). However, there is much debate in the public discourse about the scientific evidence supporting these topics. The purpose of our study was to explore the relationship between a student's need for cognition (NFC) - preference to engage in and enjoy thinking - and the student's acceptance of ACC and evolution. The results revealed that students with a higher NFC were more accepting of both ACC and evolution. Future investigations should include evaluating the efficacy of different instructional techniques on NFC and acceptance of polarizing topics such as evolution and ACC.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 250-257 |
| Number of pages | 8 |
| Journal | American Biology Teacher |
| Volume | 77 |
| Issue number | 4 |
| DOIs | |
| State | Published - Apr 1 2015 |
Bibliographical note
Publisher Copyright:© 2015 by National Association of Biology Teachers. All rights reserved.
Keywords
- Darwinism
- Need for cognition
- climate change
- critical thinking
- evolution
- global warming
- science denial
- skepticism
