Popular Climate Science and Painless Consumer Choices

Abstract

Using critical discourse analysis, we examine the communicative potential of science centers to engage the public in climate change science. Drawing on a theoretical framework combining climate change engagement and communication, science centers as sites of engagement and communication, ecological citizenship, and insights from social cognitive theory, our analysis shows that along with popularizing climate science and making it accessible to the general public, the Hot Pink Flamingos exhibit prioritized individual, marketplace-based action on climate change over solutions requiring largescale social change or collective action. Responsibility for climate change was individualized, and the political realm was mostly reduced to lifestyle choices.

Foregrounding Backgrounds: How Scientists Conceive Art to Express the Invisible

“…A common aim of artistic outreach is to help the viewer/layperson interpret the "correct" message from the sci-art collaboration (Gross, 2013). Such messages can inspire public action (Katz-Kimchi & Atkinson, 2014), encourage public engagement between scientist and viewer (Dowell & Weitkamp, 2012), or improve scientific literacy. However, seeking to convey a single message can create epistemological tensions in some science-art collaborations, as artists often aim for more open-ended results than scientists prefer:…”

Theory-based science communication at comic cons

“…We theorize that these aspects are not what allow for scientists to make connections with audiences at comic cons. After all, political polarization and politically induced status quo bias are based in "traditional" science communication efforts in which people are coming to events and spaces with the goal or understanding of seeking out science (Hetland, 2019;Katz-Kimchi & Atkinson, 2014).…”

“…Previous science communication research has focused on more "traditional" informal STEM learning environments such as aquaria, museums, and science cafes (Childers et al, 2021;Hetland, 2019;Katz-Kimchi & Atkinson, 2014). These informal STEM learning environments are often inaccessible to wider audiences as they cater to people with a pre-existing interest in STEM learning (Archer & DeWitt, 2016) or to those from privileged backgrounds (DeWitt & Archer, 2017).…”

Modeling Turkish Households’ Climate Change-Related Behaviors: Theory of Planned Behavior Approach

“…Environmental problems can be classifiable as water, air, and soil pollution; improper waste disposal; deforestation; overpopulation; increasing resource usage; and global warming [1][2][3][4][5]. Climate change is mainly caused by global warming [4,[6][7][8][9] and environmental problems are the underlying reasons [10,11].…”