Our data allow the assumption that risk developments and disease progressions with psychological or mental effects are likely to be experienced as more difficult to “grasp” than risk prediction of diseases with physical consequences, the development of which can be – according to respondents’ ...
Some progressions of learning are documented, such as students moving from conceptualizing pollution as visible trash in younger grades to recognizing invisible chemical pollutants and some of the broader complexities, hydrosocial drivers and impacts of pollution (e.g., economic effects) in upper ...