Six minutes to promote change: People, not facts, alter students' perceptions on climate change

Counteracting climate denial: A systematic review

Despite scientific consensus on climate change, climate denial is still widespread. While much research has characterised climate denial, comparatively fewer studies have systematically examined how to counteract it. This review fills this gap by exploring the research about counteracting climate denial, the effectiveness and the intentions behind intervention. Through a systematic selection and analysis of 65 scientific articles, this review finds multiple intervention forms, including education, message framing and inoculation. The intentions of intervening range from changing understanding of climate science, science advocacy, influencing mitigation attitudes and counteracting vested industry. A number of divergent findings emerge: whether to separate science from policy; the disputed effects of emotions and the longitudinal impacts of interventions. The review offers guiding questions for those interested in counteracting denialism, the answers to which indicate particular strategies: identify the form of climate denial; consider the purpose of intervention and recognise one's relationship to their audiences.

Exploring Black Undergraduate Students' Communication and Biology Education Experiences about COVID-19 and COVID-19 Vaccines During the Pandemic

Effective communication about science is a core skill undergraduates should learn, but little research has explored how students communicate about culturally controversial science topics. In this study, we explored how Black undergraduate science students took on the role of science communicators in their communities during the COVID-19 pandemic. We interviewed 23 Black students about their experiences learning about COVID-19 vaccines and communicating about COVID-19 vaccines to their communities. We found that students' racial/ethnic and science backgrounds made them feel a responsibility to be effective communicators about COVID-19 vaccines as potential trusted messengers within their communities. However, students were using limited strategies when communicating and were unsure how to communicate about COVID-19 topics effectively to those who were vaccine-hesitant or doubted the severity of the pandemic. Finally, students described ways that their biology instructors could have helped them be more confident when communicating about COVID-19 vaccines with their communities. Findings suggest that biology instructors could teach science communication principles in addition to content knowledge about culturally controversial science topics in their undergraduate classes to build on students' developing science communication skills.

Environmental literacy affects riparian clean production near major waterways and tributaries

Although environmental illiteracy threatens the functioning of landscapes throughout the world, it is frequently ignored. The traditional wisdom assumes that suspicions will evaporate when the public and government authorities are provided with new information. Despite significant efforts to enhance riparian corridor output, limited data are available on the effect of environmental literacy metrics (ELMs) on clean production elements (CPEs) across various streams (e.g., main rivers and tributaries) within impoundments. This study examined such effects within the China Three Gorges Dam Reservoir area (TGDRA) by collecting 336 transects that assessed the breadth of effects on 58,000 km² in 2019. The network visualization revealed 7234 papers published over the last 121 years, each of which focused on themes such as plant cover, regeneration, exotics, erosion, habitat, and stressors. The bar graph showed that the general public lacked understanding of environmental literacy (e.g., knowledge, attitudes, and behavior), which influenced plant cover elements most in tributary zones but had little direct effect on regeneration. Locals' environmental literacy had the greatest impact on CPEs, with Pearson correlation coefficients ranging from -0.69 <r < 0.96 in the main river zones. Moreover, public employees' environmental literacy had a stronger correlation with CPEs (-0.58 <r < 0.83) within the main river regions. Farming systems, exposed soil, dominant grass regeneration, and instream structures, including pollution, were among the most notable CPEs within the TGDRA. According to hierarchical approaches, CPEs and ELMs change substantially across stream types. CPEs and ELMs vary significantly around main rivers and tributaries, requiring efforts to raise the public understanding of the worldwide impacts of stream health on humans.