Informing about climate change and invasive species: how the presentation of information affects perception of risk, emotions, and learning

Otieno, Christine; Spada, Hans; Liebler, Katharina; Ludemann, Thomas; Deil, Ulrich; Renkl, Alexander

doi:10.1080/13504622.2013.833589

Cited by 35 publications

(31 citation statements)

References 57 publications

(69 reference statements)

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“…Rather, the aim was to explain and model some of the science of climate change, particularly about the impacts, so that they could make informed decisions about climate change. However, fear still emerged, raising important questions about the ways in which climate change is framed in media (O'Neill & Nicholson‐Cole, 2009; Otieno et al, ), a source of climate change information for the students, as well as the onerous nature of the impacts of climate change without any sensationalism. What can be gleaned from the learners' emotional expressions about the impacts of climate change is that in terms of both number (of emotional expressions) and aboutness, the PSETs emotionally engaged with climate change as an anticipated event, rather than one that was currently happening (or whose impacts in many instances have already occurred).…”

Section: Resultsmentioning

confidence: 99%

“…The PSETs also distanced the impacts of climate change temporally by expressing emotions about the impacts in the future even though many of these expressions were not only “true” emotional expressions but also amplified. Distancing climate change is not uncommon, as people conceptualize it as an impersonal and abstract issue that will impact people in the distant future (O'Neill & Nicholson‐Cole, 2009; Otieno et al, ). However, what is unique about the findings in this study is that the “othering” occurred even within emotional expressions.…”

Section: Discussionmentioning

confidence: 99%

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Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

Hufnagel

2015

J Res Sci Teach

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Due to emotions' evaluative nature, they provide a lens for understanding personal and urgent engagement with events and experiences. Grounding this work in ethnography and sociolinguistics, I utilized discourse analysis to study the emotions of 30 preservice elementary teachers expressed about climate change in a science course. I describe the emotional connections and disconnections within and across the three aspects of climate change that students engaged with most deeply: the impacts, lack of action, and causes of climate change. These emotional connections and disconnections provide new ways to understand preservice elementary teachers' emotional sense-making of this scientific issue. Implications for examining features of emotions to make salient emotional sense-making of climate change are discussed. This emotional engagement differs from other findings in which people typically distance themselves from climate change. In addition, the value of analyzing all emotional expressions ("positive" and "negative") in science learning settings is explained. #

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

Hufnagel

2015

J Res Sci Teach

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“…Participants' recognition of the risks to human health was accompanied by ‘shock’ and outrage. Words were used like ‘pillaged’ and ‘destroyed.’ The greater the shock, the stronger the perceived risk (Otieno et al, ). When threats go to the heart of a person's identity and what they hold ‘sacred’, feelings of outrage emerge (Wettergren, ).…”

Section: Discussionmentioning

confidence: 99%

Outrage and the emotional labour associated with environmental activism among nurses

Terry

Bowman

2019

Journal of Advanced Nursing

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Aim To investigate the emotions associated with environmental activism among nurses. Background Nursing has a long history of political activism in relation to social justice issues. Some nurses are environmental activists. Design Ethnography. Methods Focus groups and individual interviews were triangulated with additional observational data. The 40 participants (USA = 23, UK = 17) were nurses actively engaged with environmental/sustainability issues. Data collection was from March–October 2017. Data were analysed using discourse analysis. Results The trigger for nurses' environmental activism was a strong emotional response to recognizing risks to human health. Their activism results in an additional emotion burden above which they routinely experience in caring for patients. Many feel over‐whelmed by the magnitude of the issues. Nurses in America feel more supported and empowered to be activists than UK nurses. Conclusion This study reveals for the first time that advocating for the environment is emotional labour, additional to the previously recognized emotional labour associated with caring for patients. Encouragement and support from others, particularly fellow nurses, helps nurse environmental activists continue to fight for the health of communities and the planet. Impact Outrage at threats to human health triggers nurses' environmental activism. Environmental activism creates an additional emotional burden above that routinely experienced in caring for patients. Nurses in America feel more supported and empowered to be activists than UK. Nurses whose practice embraces environmental activism need practical and emotional support from other nurses.

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“…However, taking action towards resolution of climate change problems is considered to be difficult for people, owing to the uncertainty surrounding these issues [1][2][3]. Nevertheless, it is desirable not to hide the uncertainty but to face it because there is a concern that many students have misconceptions regarding climate change [4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Plant Phenology Observation by Students Using Time-Lapse Images: Creation of the Environment and Examination of Its Adequacy

et al. 2018

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Abstract:For environmental education about climate change issues, selecting events that are already encountered by people as teaching materials is considered effective. Consideration of changes in leafing dates over time provides a useful tool, in particular when children themselves observe plant phenology, which can be achieved using time-lapse imagery. We postulated that creating an environment where this process can be conducted at school would give children a readiness of behavior toward resolution of climate change issues. Verification of how adequately children can undertake the observations is key to establishing the methodology's effectiveness. In this research, we used time-lapse images from Shiga Heights, Nagano prefecture, Japan, that were taken once per day from 1987 to 2004; in each year from this series, we used the images taken from 27 May to 15 June, inclusive, as these were the dates during which leafing was expected. We created observation sheets and made these and the time-lapse images available for students on the Internet. As a result of our analysis of observations made by 543 students using the observation sheets, we determined that the method had sufficient adequacy for education.

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Informing about climate change and invasive species: how the presentation of information affects perception of risk, emotions, and learning

Cited by 35 publications

References 57 publications

Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

Preservice elementary teachers' emotional connections and disconnections to climate change in a science course

Outrage and the emotional labour associated with environmental activism among nurses

Plant Phenology Observation by Students Using Time-Lapse Images: Creation of the Environment and Examination of Its Adequacy

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