Journal article 293 views
How not to climate communicate: understanding directionally motivated reasoning and its impact for climate change education
Mary Gagen 
School Science Review, Volume: 394
Swansea University Author:
Mary Gagen
Full text not available from this repository: check for access using links below.
Abstract
Views on climate change have become a shorthand indicator of what kind of person one is and, even from a young age, children and young people understand the importance of feeling a sense of belonging to their social group. The tendency all humans have to interpret information in line with protecting...
| Published in: | School Science Review |
|---|---|
| ISSN: | 2976-954X |
| Published: |
London
Association of Science Education
2025
|
| Online Access: |
Check full text
|
| URI: | https://cronfa.swan.ac.uk/Record/cronfa69828 |
| Abstract: |
Views on climate change have become a shorthand indicator of what kind of person one is and, even from a young age, children and young people understand the importance of feeling a sense of belonging to their social group. The tendency all humans have to interpret information in line with protecting individual belief systems is known as politically, or directionally, motivated reasoning. It has been demonstrated to strongly influence how adults process factual climate information and is suggested to do so in children too. In its essence, directionally motivated reasoning theorises that individuals reject new facts if they contradict their standing beliefs. It is based on neuroscientific, psychological and political science research and has been well tested and found to be particularly strong in the case of contentious topics – such as climate change. Directionally motivated reasoning is the strongest modulator of how well, or poorly, factual climate change information lands with an individual, but most of us delivering climate change education have never heard of it. At a time of dire need, in terms of global climate action, and a pressing need to place children and young people at the heart of our drive for a stable climate future, how do we, as educators, navigate through the complicated social science of communication when sharing climate knowledge in our classrooms and lecture theatres? In terms of the scope of this article, I believe the considerations around how we climate communicate laid out are relevant to all those attempting to share climate information in an educational setting. However, the concepts discussed may be most relevant to Key Stages 3 and above in a school setting (ages 11+), and in further and higher education settings. |
|---|---|
| College: |
Faculty of Science and Engineering |