Using Fiction and Nonfiction Readings in Climate Change Education

References

• Avraamidou, L., & Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education, 31(12), 1683–1707. https://doi.org/10.1080/09500690802380695
   Web of Science ®Google Scholar
• Barr, S., Gilg, A., & Ford, N. (2005). Defining the multi-dimensional aspects of household waste management: A study of reported behavior in Devon. Resources, Conservation and Recycling, 45(2), 172–192. https://doi.org/10.1016/j.rescon-rec.2004.12.007
   Web of Science ®Google Scholar
• Beaumont, E., Colby, A., Ehrlich, T., & Torney-Purta, J. (2006). Promoting political competence and engagement in college students: An empirical study. Journal of Political Science Education, 2(3), 249–270. https://doi.org/10.1080/15512160600840467
   Google Scholar
• Bockarjova, M., & Steg, L. (2014). Can Protection Motivation Theory predict pro-environmental behavior? Explaining the adoption of electric vehicles in the Netherlands. Global Environmental Change, 28, 276–288. https://doi.org/10.1016/j.gloenvcha.2014.06.010
   Web of Science ®Google Scholar
• Busch, K. C., Henderson, J. A., & Stevenson, K. T. (2019). Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), 955–971. https://doi.org/10.1080/13504622.2018.1514588
   Web of Science ®Google Scholar
• Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audience. Proceedings of the National Academy of Sciences, 111(Supplement 4), 13614–13620. https://doi.org/10.1073/pnas.1320645111
   PubMed Web of Science ®Google Scholar
• Debono, K. G., & Omoto, A. M. (1993). Individual differences in predicting behavioral intentions from attitude and subjective norm. The Journal of Social Psychology, 133(6), 825–831. https://doi.org/10.1080/00224545.1993.9713944
   Web of Science ®Google Scholar
• Gifford, R. (2011). The dragons of inaction: Psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66(4), 290–302. https://doi.org/10.1037/a0023566
   PubMed Web of Science ®Google Scholar
• Golding, D., Krimsky, S., & Plough, A. (1992). Evaluating risk communication: Narrative vs. technical presentations of information about radon. Risk Analysis, 12(1), 27–35. https://doi.org/10.1111/j.1539-6924.1992.tb01304.x
   PubMed Web of Science ®Google Scholar
• Hermans, M., & Korhonen, J. (2017). Ninth graders and climate change: Attitudes towards consequences, views on mitigation, and predictors of willingness to act. International Research in Geographical and Environmental Education, 26(3), 223–239. https://doi.org/10.1080/10382046.2017.1330035
   Web of Science ®Google Scholar
• Kirk, K. B., Gold, A. U., Ledley, T. S., Sullivan, S. B., Manduca, C. A., Mogk, D. W., & Wiese, K. (2014). Undergraduate climate education: Motivations, strategies, successes, and support. Journal of Geoscience Education, 62(4), 538–549. https://doi.org/10.5408/13-054
   Google Scholar
• Kurisu, K. (2015). Pro-environmental behaviors. Springer.
   Google Scholar
• Lee, K., Gjersoe, N., O’Neill, S., & Barnett, J. (2020). Youth perceptions of climate change: A narrative synthesis. Wiley Interdisciplinary Reviews: Climate Change, 11(3), e641. https://doi.org/10.1002/wcc.641
   Web of Science ®Google Scholar
• Line, T., Chatterjee, K., & Lyons, G. (2010). The travel behaviour intentions of young people in the context of climate change. Journal of Transport Geography, 18(2), 238–246. https://doi.org/10.1016/j.jtrangeo.2009.05.001
   Web of Science ®Google Scholar
• Negrete, A., & Lartigue, C. (2010). The science of telling stories: Evaluating science communication via narratives (RIRC method). Journal of Media and Communication Studies, 2(4), 98.
   Google Scholar
• Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science. Science Education, 89(4), 535–563. https://doi.org/10.1002/sce.20063
   Web of Science ®Google Scholar
• Sáenz, L. M., & Fuchs, L. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education, 23(1), 31–41. https://doi.org/10.1177/074193250202300105
   Web of Science ®Google Scholar
• Solomon, J. (2002). Science stories and science texts: What can they do for our students? Studies in Science Education, 37(1), 85–105. https://doi.org/10.1080/03057260208560178
   Google Scholar
• Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29(3), 309–317. https://doi.org/10.1016/j.jenvp.2008.10.004
   Web of Science ®Google Scholar
• Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2), 81–97. https://cedar.wwu.edu/hcop_facpubs/1
   Google Scholar
• Terpstra, T., & Lindell, M. K. (2013). Citizens’ perceptions of flood hazard adjustments: An application of the protective action decision model. Environment and Behavior, 45(8), 993–1018. https://doi.org/10.1177/0013916512452427
   Web of Science ®Google Scholar
• Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education, volume II (pp. 697–726). Routledge. https://doi.org/10.4324/9780203097267.ch34
   Google Scholar