scholarly journals Teaching Climate Science to Increase Understanding & Receptivity

2019 ◽  
Vol 81 (5) ◽  
pp. 308-316
Author(s):  
Elizabeth Watts

Only about half of Americans are convinced that human activity is the major cause of climate change. This statistic highlights the increased need for high-quality climate science education but also highlights the fact that lessons on this subject are often complicated as denial argumentation abounds in classrooms. In order to achieve greater efficacy of and receptivity to climate science instruction, I propose the inclusion of lessons on the nature of science and the reframing of lessons in terms of risk management.

2011 ◽  
Vol 10 (02) ◽  
pp. A03 ◽  
Author(s):  
Gunver Lystbæk Vestergård

A significant number of mass media news stories on climate change quote scientific publications. However, the journalistic process of popularizing scientific research regarding climate change has been profoundly criticized for being manipulative and inaccurate. This preliminary study used content analysis to examine the accuracy of Danish high quality newspapers in quoting scientific publications from 1997 to 2009. Out of 88 articles, 46 contained inaccuracies though the majority was found to be insignificant and random. The study concludes that Danish broadsheet newspapers are ‘moderately inaccurate’ in quoting science publications but are not deliberately hyping scientific claims. However, the study also shows that 11% contained confusion of source, meaning that statements originating from press material or other news outlets were incorrectly credited to scientific peer-reviewed publications.


Author(s):  
Anwar Batikhi ◽  
Zeid Al-Bashaireh ◽  
Oraib Nawash

Due to the huge development in the communication sector, science education has become very challenging. Inquiry-based science education (IBSE) has been proposed by academic leaders and policymakers as having the potential to increase student involvement and provide opportunities for the development of the key skills desired by employers in the future. Thirty teachers from 15 schools participated in the project and disseminated the knowledge obtained to their colleagues through peer-to-peer knowledge sharing. Most teachers expressed an increase in their understanding of IBSE, and 66% agreed that they received high-quality IBSE/EUPRB briefings. Students showed motivation to learn science and obtained scientific approaches and steps of answering their inquiries in order understand their surroundings, improve their achievement of scientific knowledge, build positive science attitudes, improve their understanding of the nature of science, and develop IBSE skills such as scientific data collection analyses, interpretation, and how to provide evidence to test ideas and develop theories.


2020 ◽  
Author(s):  
John Clarke ◽  
Karl Braganza ◽  
Geoff Gooley ◽  
Michael Grose ◽  
Louise Wilson

<p>Australia is the World’s driest inhabited continent. It is highly exposed to the impacts of climate change: surrounded by sensitive marine ecosystems including the Great Barrier Reef, vulnerable to tropical cyclones and changing monsoonal patterns in the north, experiencing declining rainfall and runoff in the heavily populated southern and eastern parts of the country, and subject to increasingly severe bushfires. The ever-present flood, drought and bushfire cycles have historically motivated government investment in programs that aim to understand the nation’s climate and its drivers, and to inform adaptation planning and disaster risk management.</p><p>Accordingly, the Commonwealth Scientific and Industrial Research Organisation (CSIRO) and the Australian Bureau of Meteorology (BoM) have been at the forefront of understanding Australia’s past and future climate for four decades.</p><p>The most recent national climate projections were published in 2015. These focussed on the needs of the natural resource management sector and represented a first step towards delivery of climate change services tailored to the sector’s needs. Products included decision support tools and provision of training for capacity building. A key component of the research program was stakeholder engagement from inception. The resultant Climate Change in Australia website (www.climatechangeinaustralia.gov.au) and Help Desk represented the most ambitious steps to date towards a comprehensive Australian climate change service, and were a first attempt at user-driven information delivery.</p><p>Now five years on, users' needs have evolved substantially. Key drivers of this include: (1) the Paris Agreement (2015) to limit global temperature rise to below 2.0°C (ideally below 1.5°C) above pre-industrial levels, (2) implications of the Taskforce for Climate-related Financial Disclosures (TCFD, 2017), and (3) IPCC Special Reports. This has occurred on top of a trend towards increasingly sophisticated uses of climate projections datasets for decision-making. Existing products do not meet all user needs. There is a pronounced ‘pull’ from users of climate projections for sector-specific "decision-relevant" information for risk-management decisions. The cross-jurisdictional impacts of climate change have also resulted in a need for authoritative, standardized and quality-assured climate scenarios for the entire country, to facilitate whole of sector, cross-agency and multi-sector responses and adaptation. As Lourenco et al (2016) said, climate change services for Australia need to shift from “science-driven and user informed services to user-driven and science informed services.”</p><p>There is increased emphasis on sector-specific tools that aim to provide decision-relevant information and underpinning datasets. An ongoing challenge is the need to enable the uptake of climate information in decision-making. This necessitates a skill uplift on the user side. To date, efforts have focused on the water, finance, energy, and indigenous land management sectors. Increasingly, the focus within Australia is on working together across jurisdictional boundaries to provide nationally consistent information; with enhanced transparency drawing upon climate science resources within universities and all levels of government. Strong partnerships with the private sector are also needed in order to deliver to burgeoning demand. Success will require genuine co-design, co-production and co-evaluation of sector-specific products with a suite of support services appropriate to the needs of diverse users.</p>


2019 ◽  
Vol 3 (2) ◽  
pp. 111-122
Author(s):  
Michal Plaček ◽  
Milan Půček ◽  
František Ochrana ◽  
Milan Křápek ◽  
Ondřej H. Matyáš

This paper deals with the analysis of risks which threaten the future sustainability and operations of agricultural museums in the Czech Republic. In the section on methodology, an applicable risk model has been proposed regarding the condition of museums in the Czech Republic. Using this model, the directors of agricultural museums can assess the most significant risks which may jeopardize the sustainability of museum operations over a three-year period. The greatest risks, according to museum directors, are a lack money for investment, the inability to retain high-quality staff, and issues with technical support for exhibitions. Assessing the importance of risk is positively associated with previous experiences of a particular type of risk, whereas the association of the importance of risk with previous managerial practice is rather inconclusive.


2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature


Author(s):  
James ROSE

ABSTRACT Within the context of the work and achievements of James Croll, this paper reviews the records of direct observations of glacial landforms and sediments made by Charles Lyell, Archibald and James Geikie and James Croll himself, in order to evaluate their contributions to the sciences of glacial geology and Quaternary environmental change. The paper outlines the social and physical environment of Croll's youth and contrasts this with the status and experiences of Lyell and the Geikies. It also outlines the character and role of the ‘Glasgow School’ of geologists, who stimulated Croll's interest into the causes of climate change and directed his focus to the glacial and ‘interglacial’ deposits of central Scotland. Contributions are outlined in chronological order, drawing attention to: (i) Lyell's high-quality observations and interpretations of glacial features in Glen Clova and Strathmore and his subsequent rejection of the glacial theory in favour of processes attributed to floating icebergs; (ii) the significant impact of Archibald Geikie's 1863 paper on the ‘glacial drift of Scotland’, which firmly established the land-ice theory; (iii) the fact that, despite James Croll's inherent dislike of geology and fieldwork, he provided high-quality descriptions and interpretations of the landforms and sediments of central Scotland in order to test his theory of climate change; and (iv) the great communication skills of James Geikie, enhanced by contacts and evidence from around the world. It is concluded that whilst direct observations of glacial landforms and sediments were critical to the long-term development of the study of glaciation, the acceptance of this theory was dependent also upon the skills, personality and status of the Geikies and Croll, who developed and promoted the concepts. Sadly, the subsequent rejection of the land-ice concept by Lyell resulted in the same factors challenging the acceptance of the glacial theory.


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