ICLS Poster
#714: Testing a Graph-Based Intervention to Support Belief in Climate Change: Potential Roles of Numeracy and Surprise
Thu Jun 18, 4:15 PM–5:45 PM · Outdoors
Climate & Environmental Education Epistemic Cognition & Argumentation Data Science & Data Literacy Education
In this in-progress study, we developed an intervention that uses graphs of climate data to engage participants’ in reasoning about causal invariance, highlighting fossil fuels as a primary cause of increases in CO₂ levels. We examine changes in climate knowledge as a result of the intervention, as well as the potential moderating role of numeracy. Data collection will be complete by May. We predict that numeracy and graph literacy will predict students’ change in climate beliefs.
Speakers
- Rina Harsch — California State University, Dominguez Hills
Authors
Rina Miyata Harsch, Vijay Marupudi, Amber Armstrong, Alyssa Kasahara, Maha El Ouaer, Lila Flores, Marlen Nava, Jennifer Hernandez, Jeffrey K. Bye