Santa Barbara Middle School Student Discourse using IPCC Climate Change Evidence

Background/Question/Methods: While the majority of the national and international scientific community backs the reality of human-mediated, global climate change, much of the discourse on climate change in the U.S. is framed as a debatable subject. This is a serious hindrance to promoting fundamental understanding of climate change and it’s drivers, as well as, promoting much-needed citizenship-based practices, starting with personal lifestyle choices and extending into local and national environmental political decisions. We sought to survey middle school students in Santa Barbara about their perceptions related to climate change, where these perceptions originate and lastly how they use scientific based evidence in their reasoning and discourse. Our questions are as follows: What percentage of students believe climate change is a debatable subject and where did they obtain their ideas? What percentage of students identify humans as the drivers of climate change, as well as, correctly pinpoint the activities humans engage in that creates the imbalance causing climate change. Which scientific evidence/graphic depictions resonate with middle school students? This study was conducted by surveying 7^th and 8^th graders on current climate change beliefs and origins for these beliefs. Subsequently, students were presented with graphic representations from the IPCC and other sources demonstrating measured decadal changes in global temperature, precipitation, and ice cover. Lastly, students were interviewed for any changes in their understanding based on the scientific evidence presented to them, as well as, any potential changes in their discourse on the topic. 

Results/Conclusions: Preliminary results suggest that the majority of students beliefs related to climate change are lacking in accuracy, cohesion and sophistication. Further detailed analysis of the data will be discussed.