دورية أكاديمية
Informing about Climate Change and Invasive Species: How the Presentation of Information Affects Perception of Risk, Emotions, and Learning
| العنوان: | Informing about Climate Change and Invasive Species: How the Presentation of Information Affects Perception of Risk, Emotions, and Learning |
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| اللغة: | English |
| المؤلفون: | Otieno, Christine, Spada, Hans, Liebler, Katharina, Ludemann, Thomas, Deil, Ulrich, Renkl, Alexander |
| المصدر: | Environmental Education Research. 2014 20(5):612-638. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Conservation (Environment), Climate, Ecology, Information Dissemination, College Students, Pamphlets, Emotional Response, Student Reaction, Environmental Education, Plants (Botany), Forestry, Natural Resources, Fear, Teaching Methods, Foreign Countries, Knowledge Level, Rating Scales, Coding, Student Attitudes, Questionnaires, Affective Behavior, Regression (Statistics) |
| مصطلحات جغرافية: | Germany |
| DOI: | 10.1080/13504622.2013.833589 |
| تدمد: | 1350-4622 |
| مستخلص: | Environmental issues such as climate change are becoming ever more important in today's societies and politics. Information is spread by the media, for example, via the Internet or information brochures, employing different representational styles (e.g. sensational vs. neutral styles, emphasis of human vs. natural causes). We investigated the effects of such differences in presentation when informing about local impacts of climate change--more specifically about invasive species--on perceived risk, emotions, and learning. Seventy-two students at a German university read five brochures about the local effects of climate change and invasive species. They rated their perceived risk and emotions and worked on learning outcome tests. As expected, the sensational style led to higher perceived risk and stronger negative emotions than the neutral style. In addition, our results reveal a potential dilemma for environmental education: while a sensational style enhanced general learning outcomes, it seemed to lead to quite a negative and one-sided view about climate change and invasive species. |
| Abstractor: | As Provided |
| Number of References: | 73 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1042695 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1350-4622 |
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| DOI: | 10.1080/13504622.2013.833589 |