Bowen Chloe D, Coscia Katie A, Aadnes Madeline G, Summersill Alexa R, Barnes M Elizabeth
Social Perceptions of Science Lab, Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132.
CBE Life Sci Educ. 2025 Jun 1;24(2):ar24. doi: 10.1187/cbe.23-07-0134.
Science communication is a key skill for undergraduates, but little research explores how biology students communicate about societally important, yet controversial topics like climate change. In this study, we explored whether and how biology students took on the role of science communicators about climate change. We surveyed 191 biology students at 38 universities about their climate change communication frequency and preparedness. We interviewed 25 of the survey participants about their experiences communicating about climate change and their needs when learning about climate change communication. We found that students were communicating about climate change and felt confident discussing the causes and effects of climate change, but they were less confident discussing the solutions to climate change. Students tended to "preach to the choir" by mostly communicating with those who already accepted climate change and avoiding interacting with others who disagreed with them about climate change. Students described a lack of science communication training but had a desire to be taught effective communication skills. Our interviews indicate that if these students felt more prepared to communicate, it may make them more willing to discuss climate change and particularly with people who have different views from them.
科学传播是本科生的一项关键技能，但很少有研究探讨生物专业的学生如何就气候变化等具有社会重要性但存在争议的话题进行交流。在本研究中，我们探讨了生物专业的学生是否以及如何承担起关于气候变化的科学传播者的角色。我们对38所大学的191名生物专业学生进行了调查，了解他们气候变化传播的频率和准备情况。我们采访了25名参与调查的学生，了解他们关于气候变化交流的经历以及学习气候变化传播时的需求。我们发现，学生们在交流气候变化方面，并且对讨论气候变化的成因和影响感到自信，但在讨论气候变化的解决方案时则信心不足。学生们倾向于向“唱诗班”布道，主要是与那些已经接受气候变化的人交流，避免与那些在气候变化问题上与他们意见相左的人互动。学生们表示缺乏科学传播培训，但渴望学习有效的沟通技巧。我们的访谈表明，如果这些学生觉得自己在交流方面准备更充分，可能会使他们更愿意讨论气候变化，特别是与那些与他们观点不同的人讨论。
