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»CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Standard

»CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change. / Niebert, Kai; Gropengießer, Harald.
The Economic, Social and Political Elements of Climate Change. ed. / Walter Leal Filho. Berlin, Heidelberg: Springer Verlag, 2011. p. 603-622 (Climate Change Management).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review

Harvard

Niebert, K & Gropengießer, H 2011, »CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change. in W Leal Filho (ed.), The Economic, Social and Political Elements of Climate Change. Climate Change Management, Springer Verlag, Berlin, Heidelberg, pp. 603-622. https://doi.org/10.1007/978-3-642-14776-0_37

APA

Niebert, K., & Gropengießer, H. (2011). »CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change. In W. Leal Filho (Ed.), The Economic, Social and Political Elements of Climate Change (pp. 603-622). (Climate Change Management). Springer Verlag. https://doi.org/10.1007/978-3-642-14776-0_37

Vancouver

Niebert K, Gropengießer H. »CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change. In Leal Filho W, editor, The Economic, Social and Political Elements of Climate Change. Berlin, Heidelberg: Springer Verlag. 2011. p. 603-622. (Climate Change Management). doi: 10.1007/978-3-642-14776-0_37

Bibtex

@inbook{8ae51def680f43b7a59c79ac4b03fefc,
title = "»CO2 causes a hole in the atmosphere« Using laypeople{\textquoteright}s conceptions as a starting point to communicate climate change",
abstract = "Translating public concern for global warming into effective action requires knowledge about the causes and risks of climate change. The aim of this study is a theory-guided analysis of everyday and scientific conceptions of global warming. These conceptions will be the basis for the design of communicating strategies in a separate study.Framed by the model of educational reconstruction, scientific concepts of global warming were compared with everyday conceptions that were identified in interviews and a re-analysis of empirical studies. The analysis of conceptions of climate change based on the theory of experientialism (Lakoff and Johnson, Philosophy in the Flesh. The Embodied Mind and Its Challenge To Western Thought, 1999) shows that laypeople and scientists refer to the same schemata: the use of the container-flow schema is omnipresent in conceptions on the global carbon cycle as well as in conceptions of the radiative equilibrium between earth and space. To explain the causes of global warming three principles were found: global warming by (a) an imbalance in the global carbon cycle, (b) man-made carbon dioxide, and (c) natural vs. man-made carbon dioxide. Laypeople explain the processes leading to global warming either through warming by more input or warming by less output.",
keywords = "Didactics of sciences education, Carbon dioxide, Climate Change, Communication, Education, Everyday conceptions, Greenhouse effect",
author = "Kai Niebert and Harald Gropengie{\ss}er",
year = "2011",
doi = "10.1007/978-3-642-14776-0_37",
language = "English",
isbn = "978-3-642-14775-3",
series = "Climate Change Management",
publisher = "Springer Verlag",
pages = "603--622",
editor = "{Leal Filho}, Walter",
booktitle = "The Economic, Social and Political Elements of Climate Change",
address = "Germany",

}

RIS

TY - CHAP

T1 - »CO2 causes a hole in the atmosphere« Using laypeople’s conceptions as a starting point to communicate climate change

AU - Niebert, Kai

AU - Gropengießer, Harald

PY - 2011

Y1 - 2011

N2 - Translating public concern for global warming into effective action requires knowledge about the causes and risks of climate change. The aim of this study is a theory-guided analysis of everyday and scientific conceptions of global warming. These conceptions will be the basis for the design of communicating strategies in a separate study.Framed by the model of educational reconstruction, scientific concepts of global warming were compared with everyday conceptions that were identified in interviews and a re-analysis of empirical studies. The analysis of conceptions of climate change based on the theory of experientialism (Lakoff and Johnson, Philosophy in the Flesh. The Embodied Mind and Its Challenge To Western Thought, 1999) shows that laypeople and scientists refer to the same schemata: the use of the container-flow schema is omnipresent in conceptions on the global carbon cycle as well as in conceptions of the radiative equilibrium between earth and space. To explain the causes of global warming three principles were found: global warming by (a) an imbalance in the global carbon cycle, (b) man-made carbon dioxide, and (c) natural vs. man-made carbon dioxide. Laypeople explain the processes leading to global warming either through warming by more input or warming by less output.

AB - Translating public concern for global warming into effective action requires knowledge about the causes and risks of climate change. The aim of this study is a theory-guided analysis of everyday and scientific conceptions of global warming. These conceptions will be the basis for the design of communicating strategies in a separate study.Framed by the model of educational reconstruction, scientific concepts of global warming were compared with everyday conceptions that were identified in interviews and a re-analysis of empirical studies. The analysis of conceptions of climate change based on the theory of experientialism (Lakoff and Johnson, Philosophy in the Flesh. The Embodied Mind and Its Challenge To Western Thought, 1999) shows that laypeople and scientists refer to the same schemata: the use of the container-flow schema is omnipresent in conceptions on the global carbon cycle as well as in conceptions of the radiative equilibrium between earth and space. To explain the causes of global warming three principles were found: global warming by (a) an imbalance in the global carbon cycle, (b) man-made carbon dioxide, and (c) natural vs. man-made carbon dioxide. Laypeople explain the processes leading to global warming either through warming by more input or warming by less output.

KW - Didactics of sciences education

KW - Carbon dioxide

KW - Climate Change

KW - Communication

KW - Education

KW - Everyday conceptions

KW - Greenhouse effect

UR - http://www.scopus.com/inward/record.url?scp=84865074293&partnerID=8YFLogxK

U2 - 10.1007/978-3-642-14776-0_37

DO - 10.1007/978-3-642-14776-0_37

M3 - Contributions to collected editions/anthologies

SN - 978-3-642-14775-3

T3 - Climate Change Management

SP - 603

EP - 622

BT - The Economic, Social and Political Elements of Climate Change

A2 - Leal Filho, Walter

PB - Springer Verlag

CY - Berlin, Heidelberg

ER -

Other publications by the same author(s)

Willkommen im Anthropozän

Niebert, K., 01.04.2016, In: Biologie in Unserer Zeit. 46, 2, p. 75 1 p.

Research output: Journal contributions › Other (editorial matter etc.) › Research

Die nachhaltigen Zwillinge: Keine soziale Gerechtigkeit ohne ökologische Gerechtigkeit

Niebert, K., 01.04.2014, In: Theorie und Praxis der sozialen Arbeit. 65, 2, p. 102-113 12 p.

Research output: Journal contributions › Journal articles › Transfer › peer-review

Die Rohstoff-Expedition: Entdecke, was in (d)einem Handy steckt!

Nordmann, J., Welfens, M. J., Fischer, D., Nemnich, C., Bookhagen, B., Bienge, K. & Niebert, K., 2015, 2 ed. Berlin: Springer Verlag. 160 p.

Research output: Books and anthologies › Compendium/lecture notes › Education

“It is not the CO2 itself, it’s the imbalance!”: Conceptual reconstruction of the carbon cycle in global warming

Niebert, K. & Gropengießer, H., 2011, Authenticity in Biology Education: Benefits and Challenges; A selection of papers presented at the VIII th conference of European Researchers in Didactics of Biology (ERIDOB) 13-17 July 2010 University of Minho, Braga, Portugal . Yarden, A. & Carvalho, G. S. (eds.). Braga: CIEC, Universidade do Minho, p. 339-352 14 p.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Leitfadengestützte Interviews

Niebert, K. & Gropengießer, H., 2014, Methoden in der naturwissenschaftsdidaktischen Forschung. Krüger, D., Parchmann, I. & Schecker, H. (eds.). Berlin: Springer Verlag, p. 121-132 12 p.

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

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