Debating Global Warming in Media Discussion Forums - Strategies Enacted by “Persistent Deniers” and Implications for Schooling

Oct 15, 2026

Newspapers and other media often shape how the public and teachers understand science issues. Over six months, the study analyzed discussions about global warming in online forums of a national newspaper, focusing on contributions from frequent posters. Findings indicate coordinated efforts—particularly by “persistent deniers”—to undermine pro-global-warming arguments through multiple strategies. The paper also connects these forum tactics to science education contexts and considers their implications for schooling.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Background: Media and public understanding

Media “balance” and public misunderstanding

Limits of “public” debate and gatekeeping

Internet forums and new information pathways

Adapting formal media formats

Debating Global Warming in Media Discussion Forums: Strategies Enacted by “Persistent Deniers” and Implications for Schooling G. Michael Bowen, Mount Saint Vincent University, Canada & Valerie Rodger, Dalhousie University, Canada Abstract Newspapers and other media are often used as a source of information on science issues, both by the public and teachers in classrooms. Over six months, we collected discussions of global warming issues from the online forums of a national newspaper. Our analysis of these contributions suggests there is a considerable effort in these forums, especially from certain individual posters, to detract from the arguments in support of global warming by using a variety of strategies. This paper summarizes strategies employed by these frequent posters and discusses how we see many of thememerging from traditional classroom science environments. Résumé Le public de même que les enseignants dans leur classe utilisent souvent les journaux et les autres médias comme source d’informations sur des enjeux scientifiques. Pendant six mois, nous avons recueilli des discussions sur des sujets de réchauffement climatique dans les forums en ligne d’un journal national. Notre analyse de ces contributions donne à penser qu’ily a un effort considérable dans ces forums, spécialement de certains participants et par des stratégies diverses, pour nuire à l’idée qu’il existe un réchauffement climatique. Cet article résume les stratégies utilisées par ces nombreux affichages et commente la manière dont nous les voyons émerger dans une classe traditionnelle de science environnementale. Keywords: public understanding of science, global warming, media, science education The development of the ability to read science text, which relies on an understanding of its structures and organization, begins with formal education and the science textbook. (Penney, Norris, Phillips, & Clark, 2003, p. 417) Most environmentalists would argue that one of the most critical issues facing us today is global warming.1 Yet, awareness in the public that an immediate response is needed has been slow to develop, arguably leading to the slow reaction of political figures, as there is little benefit for them in Canadian Journal of Environmental Education, 13 (1), 2008 89 forwarding a proactive agenda without broad public support (Morgan & Dowlatabadi, 1996) . Where does most of the public get its information about topical science issues? Overall, it appears that the media is a major source of science information (Boyes & Stanisstreet, 1992; Dispensa & Brulle, 2003; Lewenstein, 2001; Schibeci, 1990), and given the media presence on the web, this may well continue to be the case. Biases in the media presentations of global warming contribute to public misunderstanding (Boycoff & Mansfield, 2008; Dispensa & Brulle, 2003), and negative media portrayals of science and scientists reduce public trust in science (Liakopoulos, 2002) . An analysis of the presentation of scientific knowledge on global warming to the public over the last two decades concluded that the media’s attempt to provide “balance” by focusing on “controversial aspects of climate change science”(McBean & Hengeveld, 2000, p. 11) as a debate amongst scientists has led to a “public perception of scientific uncertainty that significantly exceeds that perceived within the scientific community itself” (McBean & Hengeveld, 2000, p. 11) . Misunderstandings of climate change science by members of the media contribute to this public confusion about the science behind climate change (Boycoff & Mansfield, 2008; McBean & Hengeveld, 2000) . Even relatively knowledgeable reporters (as compared to general reporters) belonging to the Society of Environmental Journalists “created dissent in areas in which science agrees” (Wilson, 2000, p. 11) . Canadian media, where the majority of science journalists in print media do not have a science background themselves and focus primarily on scien

FAQs

How was the global warming forum discussion data collected?

The authors collected discussions over six months from the online forums of a national newspaper. The focus was on global warming issues discussed by forum participants.

What do the authors conclude about the role of persistent deniers in these forums?

The analysis suggests considerable effort, especially from certain frequent posters, to detract from pro-global-warming arguments. This is achieved through multiple strategies.

Why do the authors connect media debate practices to schooling and science education?

They argue that many forum strategies resemble patterns that emerge in traditional classroom science environments. This raises concerns about how science uncertainty and conflict are framed for learners.

Oct 15, 2026

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