Skip to main content

  • HOME
  • CURRENT CONTENT
  • ALL CONTENT
  • SUBMIT
  • ABOUT
    • Journal
    • Editorial
  • INFO FOR
    • Librarians
    • Authors
    • Reprints and Permissions
    • Advertisers
    • Subscriptions and Single Issues
  • MORE
    • Alerts
    • Contact Us

  • Login

  • Advanced search

  • Login
Advanced Search
  • HOME
  • CURRENT CONTENT
  • ALL CONTENT
  • SUBMIT
  • ABOUT
    • Journal
    • Editorial
  • INFO FOR
    • Librarians
    • Authors
    • Reprints and Permissions
    • Advertisers
    • Subscriptions and Single Issues
  • MORE
    • Alerts
    • Contact Us
The American Biology Teacher

NABT logo

  • Research on Learning
Considering the Role of “Need for Cognition” in Students’ Acceptance of Climate Change & Evolution
Jeremy Kudrna, Marta Shore, Deena Wassenberg
The American Biology Teacher, Vol. 77 No. 4, April 2015; (pp. 250-257) DOI: 10.1525/abt.2015.77.4.4
JEREMY KUDRNA (jeremykudrna@gmail.com) graduated with a B.S. in Neuroscience from the College of Biological Sciences at the University of Minnesota in 2013, earned an M.S. in Medical Sciences from the University of South Florida College of Medicine Graduate Programs in 2014, and is currently working as an Emergency Room Medical Scribe at the University of Colorado Hospital in Aurora, CO 80045.
  • For correspondence: jeremykudrna@gmail.com
MARTA SHORE (shore007@umn.edu) is a teaching specialist in the School of Statistics, College of Liberal Arts, University of Minnesota, Minneapolis, MN 55455.
  • For correspondence: shore007@umn.edu
DEENA WASSENBERG (deenaw@umn.edu) is a Teaching Associate Professor in the Department of Biology Teaching and Learning at the University of Minnesota, 1475 Gortner Ave., St. Paul, MN 55108.
  • For correspondence: deenaw@umn.edu
  • Article
  • Figures & Data
  • Info & Metrics
  • PDF
PreviousNext
Loading

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.

Key Words:
  • Need for cognition
  • critical thinking
  • evolution
  • Darwinism
  • climate change
  • global warming
  • science denial
  • skepticism
  • © 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 http://www.ucpressjournals.com/reprintinfo.asp.
View Full Text

Log in using your username and password

Forgot your user name or password?

Log in through your institution

You may be able to gain access using your login credentials for your institution. Contact your library if you do not have a username and password.

Purchase access

PreviousNext
Back to top

Vol. 77 No. 4, April 2015

The American Biology Teacher: 77 (4)
  • Table of Contents
  • Table of Contents (PDF)
  • Cover (PDF)
  • Front Matter (PDF)
eTOC Alert

RSSRSS Icon

Email

Thank you for your interest in spreading the word on The American Biology Teacher.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Considering the Role of “Need for Cognition” in Students’ Acceptance of Climate Change & Evolution
(Your Name) has sent you a message from The American Biology Teacher
(Your Name) thought you would like to see the The American Biology Teacher web site.
Print
Alerts
Sign In to Email Alerts with your Email Address
Citation Tools
Considering the Role of “Need for Cognition” in Students’ Acceptance of Climate Change & Evolution
Jeremy Kudrna, Marta Shore, Deena Wassenberg
The American Biology Teacher, Vol. 77 No. 4, April 2015; (pp. 250-257) DOI: 10.1525/abt.2015.77.4.4
JEREMY KUDRNA (jeremykudrna@gmail.com) graduated with a B.S. in Neuroscience from the College of Biological Sciences at the University of Minnesota in 2013, earned an M.S. in Medical Sciences from the University of South Florida College of Medicine Graduate Programs in 2014, and is currently working as an Emergency Room Medical Scribe at the University of Colorado Hospital in Aurora, CO 80045.
  • For correspondence: jeremykudrna@gmail.com
MARTA SHORE (shore007@umn.edu) is a teaching specialist in the School of Statistics, College of Liberal Arts, University of Minnesota, Minneapolis, MN 55455.
  • For correspondence: shore007@umn.edu
DEENA WASSENBERG (deenaw@umn.edu) is a Teaching Associate Professor in the Department of Biology Teaching and Learning at the University of Minnesota, 1475 Gortner Ave., St. Paul, MN 55108.
  • For correspondence: deenaw@umn.edu

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Request Permissions
Share
Considering the Role of “Need for Cognition” in Students’ Acceptance of Climate Change & Evolution
Jeremy Kudrna, Marta Shore, Deena Wassenberg
The American Biology Teacher, Vol. 77 No. 4, April 2015; (pp. 250-257) DOI: 10.1525/abt.2015.77.4.4
JEREMY KUDRNA (jeremykudrna@gmail.com) graduated with a B.S. in Neuroscience from the College of Biological Sciences at the University of Minnesota in 2013, earned an M.S. in Medical Sciences from the University of South Florida College of Medicine Graduate Programs in 2014, and is currently working as an Emergency Room Medical Scribe at the University of Colorado Hospital in Aurora, CO 80045.
  • For correspondence: jeremykudrna@gmail.com
MARTA SHORE (shore007@umn.edu) is a teaching specialist in the School of Statistics, College of Liberal Arts, University of Minnesota, Minneapolis, MN 55455.
  • For correspondence: shore007@umn.edu
DEENA WASSENBERG (deenaw@umn.edu) is a Teaching Associate Professor in the Department of Biology Teaching and Learning at the University of Minnesota, 1475 Gortner Ave., St. Paul, MN 55108.
  • For correspondence: deenaw@umn.edu
del.icio.us logo Digg logo Reddit logo Technorati logo Twitter logo CiteULike logo Facebook logo Google logo Mendeley logo
View Full Page PDF
  • Tweet Widget
  • Facebook Like
  • Google Plus One

Are you ready for change? We are! Learn more at www.nabt.org

 
  • Top
  • Article
    • Abstract
    • Introduction
    • Methods
    • Results
    • Discussion
    • Future Directions
    • References
  • Figures & Data
  • Info & Metrics
  • PDF

Related Articles

Cited By...

More in this TOC Section

  • Modeling Elementary Students' Ideas about Heredity: A Comparison of Curricular Interventions
  • A Comparison of Nonmajors' & Majors' Incoming Science Process Skills
  • Inquiry-Based Teaching in the College Classroom: The Nontraditional Student
Show more Research on Learning

Similar Articles

FIND US Facebook Account LinkRSS Feeds LinkTwitter Account LinkLinkedin Account LinkYoutube Account LinkEmail Link

Customer Service

  • Reprints and Permissions
  • Contact

UC Press

  • About UC Press

Navigate

  • Home
  • About
  • Submit
  • Editorial
  • Contact
  • Purchase

Content

  • Current Issue
  • All Content

Info For

  • Librarians
  • Authors
  • Subscriptions and Single Issues
  • Advertisers

Copyright © 2019 by the National Association of Biology Teachers   Privacy   Accessibility