Shifting from climate change denial to acceptance: a mixed-method, semester long case study in an undergraduate first-year experience course.

CLIMATE change education; UNDERGRADUATES; HIGHER education; YOUNG adults; CLIMATE change mitigation; ACTIVE learning; COGNITIVE dissonance

Climate change denial is often treated as a binary opinion. However, an individual can express acceptance of climate change, while still denying other aspects of the field such as its causation by humans, impacts, or our ability to mitigate these impacts. Here, we conduct a semester long survey and discourse analysis of a class of first-year undergraduates as they complete a course on climate change to assess changes in their attitudes on climate denial verse acceptance across these more specific factors. Our results suggest that acceptance of the scientific facts about climate change is higher than acceptance of its impacts and solutions. However, acceptance that personal and societal changes can mitigate climate change increased throughout the term. These results can help create course curriculum with more effectively targeted content to assist in shifting perspectives on climate change in young undergraduates. [ABSTRACT FROM AUTHOR]

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