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Australia, a country which has regularly experienced various natural disasters, is now set to face more intense and frequent disasters in the twenty-first century as a result of climate change. Prior research indicates that in Australia, the perceived risks of climate change are mixed and becoming less prevalent across rural and urban locations, posing a threat to the public's adoption of mitigation and adaptation strategies. Research was conducted in four disaster-impacted rural Australian towns to investigate whether prior disaster experience, trust in climate change risk communications and specific location predicted climate change risk perceptions. Four case study sites were chosen exemplifying communities impacted by different types of disaster events. The case study towns were Beechworth (wildfire, 2009) and Bendigo (drought, 2002-2008) in Victoria; Ingham (flood, 2009) and Innisfail (cyclone, 2006) in Queensland. Structural equation modelling analyses of surveys returned by a sample of 1,008 householders across the four towns showed that prior disaster experience had no impact upon climate change risk perceptions. Instead climate change risk perceptions were predicted by trust in climate change communications, climate change knowledge and the geographical location of the sample, suggesting the need for targeted, place-specific contextual communication interventions that consider the needs and socioeconomic characteristics of the community in question. [ABSTRACT FROM AUTHOR]

Climate change is one of the most significant science issues facing humanity; yet, teaching students about climate change is challenging: not only is it multidisciplinary, but also it is contentious and debated in political, social and media forums. Students need to be equipped with an understanding of climate change science to be able to participate in this discourse. The purpose of this study was to examine Western Australian high school students’ understanding of climate change and the greenhouse effect, in order to identify their alternative conceptions about climate change science and provide a baseline for more effective teaching. A questionnaire designed to elicit students’ understanding and alternative conceptions was completed by 438 Year 10 students (14–15 years old). A further 20 students were interviewed. Results showed that students know different features of both climate change and the greenhouse effect, however not necessarily all of them and the relationships between. Five categories of alternative conceptions were identified. The categories were (1) the greenhouse effect and the ozone layer; (2) types of greenhouse gases; (3) types of radiation; (4) weather and climate and (5) air pollution. These findings provide science educators a basis upon which to develop strategies and curriculum resources to improve their students’ understanding and decision-making skills about the socioscientific issue, climate change. [ABSTRACT FROM PUBLISHER]