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1 April 2015 Considering the Role of “Need for Cognition” in Students' Acceptance of Climate Change & Evolution
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Abstract

Anthropogenic climate change (ACC) and evolution are examples of issues that are perceived differently by scientists and the general public. Within the scientific community, there are clear consensuses that human activities are increasing global temperatures (ACC) and that evolutionary mechanisms have led to the biodiversity of life on Earth (evolution). However, there is much debate in the public discourse about the scientific evidence supporting these topics. The purpose of our study was to explore the relationship between a student's need for cognition (NFC) — preference to engage in and enjoy thinking — and the student's acceptance of ACC and evolution. The results revealed that students with a higher NFC were more accepting of both ACC and evolution. Future investigations should include evaluating the efficacy of different instructional techniques on NFC and acceptance of polarizing topics such as evolution and ACC.

©2015 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp
Jeremy Kudrna, Marta Shore, and Deena Wassenberg "Considering the Role of “Need for Cognition” in Students' Acceptance of Climate Change & Evolution," The American Biology Teacher 77(4), 250-257, (1 April 2015). https://doi.org/10.1525/abt.2015.77.4.4
Published: 1 April 2015
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