REFERENCES
- Abdi, H. 2007. Bonferroni and Šidák corrections for multiple comparisons. In Salkind, N.J., ed. Encyclopedia of measurement and statistics. Thousand Oaks, CA: Sage, p. 103–107.
- Anderson, B., and Wallin, A. 2000. Students' understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching , 37:1096–1111.
- Booth Sweeney, L., and Sterman, J.D. 2007. Thinking about systems: Student and teacher conceptions about natural and social systems. System Dynamics Review , 23:285–312.
- Boyes, E., and Stanisstreet, M. 1992. Students' perceptions of global warming. International Journal of Environmental Studies , 42:287–300.
- Boyes, E., and Stanisstreet, M. 1993. The “greenhouse effect”: Children's perceptions of causes, consequences and cures. International Journal of Science Education , 15:531–552.
- Boyes, E., and Stanisstreet, M. 1994. The ideas of secondary school children concerning ozone layer damage. Global Environmental Change , 4:311–324.
- Boyes, E., and Stanisstreet, M. 1997. Children's models of understanding of two major global environmental issues (ozone layer and greenhouse effect). Research in Science and Technological Education , 15:19–28.
- Boyes, E., and Stanisstreet, M. 2001. Plus ça change, plus c'est la même chose? School students ideas about the “greenhouse effect” a decade on. Canadian Journal of Environmental Education , 6:77–101.
- Chi, M.T.H., Feltovich, P.J., and Glaser, R. 1981. Categorization and representation of physics problems by experts and novices. Cognitive Science , 5:121–152.
- Cronin, M.A., and Gonzales, C. 2007. Understanding the building blocks of system dynamics. System Dynamics Review , 23:1–17.
- Cronin, M.A., Gonzales, C., and Sterman, J.D. 2009. Why don't well-educated adults understand accumulation? A challenge to researchers, educators, and citizens. Organizational Behavior and Human Decision Processes , 108:116–130.
- Daniel, B., Stanisstreet, M., and Boyes, E. 2004. How can we best reduce global warming? School students' ideas and misconceptions. International Journal of Environmental Studies , 61:211–222.
- Dutt, V., and Gonzalez, C. 2012. Decisions from experience reduce misconceptions about climate change. Journal of Environmental Psychology , 32:19–29.
- Gallup . 2013. March 7–10, 2013, Poll. Available at http://www.gallup.com/poll/161714/republican-skepticism-global-warming-eases.aspx (accessed 10 June 2013).
- Gonzalez, C., and Wong, H. 2011. Understanding stocks and flows through analogy. System Dynamics Review , 28:3–27.
- Jones, M.G., Howe, A., and Rua, M.J. 2000. Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education , 84:180–192.
- Kahlor, L., and Rosenthal, S. 2009. If we seek, do we learn? Predicting knowledge of global warming. Science Communication , 30:380–414.
- Maslow, A.H. 1970. Motivation and personality, 2nd ed. New York: Harper and Row.
- Moxnes, E., and Saysel, A.K. 2009. Misperceptions of global climate change: Information policies. Climatic Change , 93:15–37.
- Reiss, S. 2004. Multifaceted nature of intrinsic motivation: The theory of 16 basic desires. Review of General Psychology , 8:179–193.
- Schoenfeld, A.H. 1982. Measures of problem-solving performance and of problem-solving instruction. Journal for Research in Mathematics Education , 13:31–49.
- Sterman, J.D. 2008. Economics-risk communication on climate: Mental models and mass balance. Science , 322:532–533.
- Sterman, J.D., and Booth Sweeney, L. 2007. Understanding public complacency about climate change: Adults' mental models of climate change violate conservation of matter. Climatic Change , 80:213–238.
- Weber, E.U. 2006. Experience-based and description-based perceptions of long-term risk: Why global warming does not scare us (yet). Climatic Change , 77:103–120.
- Yuki, S., and Midori, A. 2009. Mass-media coverage, its influence on public awareness of climate-change issues, and implications for Japan's national campaign to reduce greenhouse gas emission. Global Environmental Change , 19:203–212.