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ABSTRACT
Our previous research demonstrated that semester-long discussions resulted in significant increases in online students' climate literacy. When students expressed concern over the monotony of the semester-long topic, we extended our research to optimize climate change literacy with more efficient delivery. However, our second investigation revealed that 3-week units resulted in retention of nonscientific opinions. In this study, we implemented online climate change discussions in a 6-week unit. Students in online Earth history classes (N = 64) were randomly placed in discussion groups (N = 6), and assigned mandatory weekly discussions on climate change. For each weekly unit, two to three resources (e.g., graphs, scientific articles) and two multithreaded critical thinking questions were posted. For the final unit, student groups assembled a summary consensus, and completed a Climate Change Survey (N = 57) to assess content. Comparison with earlier results revealed that 2012 students' climate change knowledge and opinions closely paralleled the semester-long discussion population, although there were slight differences. However, final examination essay responses hinted that transferability issues with climate change content knowledge existed outside the discussion realm. We propose 6-week discussions are sufficient for content climate literacy, but more research is needed into the role of group summaries and transferability.