Moving Toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)

2014 ◽  
Vol 62 (3) ◽  
pp. 307-318 ◽  
Author(s):  
Tamara Shapiro Ledley ◽  
Anne U. Gold ◽  
Frank Niepold ◽  
Mark McCaffrey
Keyword(s):  
Climate Change ◽  
Collective Impact ◽  
Energy Awareness ◽  
Climate Literacy

scholarly journals The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

2021 ◽  
pp. 1-38
Author(s):  
Su-Yeon Choi ◽  
A-Rang Won ◽  
Hye-Eun Chu ◽  
Hyun-Jung Cha ◽  
Hyeonjeong Shin ◽  
...  
Keyword(s):  
Climate Change ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Literacy Program ◽  
School Students ◽  
Climate Change Education ◽  
Climate Literacy

Abstract This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

Climate Change and Individual Obligations

2021 ◽  
pp. 201-221
Author(s):  
Julia Nefsky
Keyword(s):  
Climate Change ◽  
Expected Utility ◽  
General Feature ◽  
Collective Impact ◽  
Utility Approach

This chapter concerns the nature of our obligations as individuals when it comes to our emissions-producing activities and climate change. The first half of the chapter argues that the popular ‘expected utility’ approach to this question faces a problematic dilemma: either it gives skeptical verdicts, saying that there are no individual emissions-related obligations, or it yields implausibly strong verdicts. The second half of the chapter diagnoses the problem. It argues that the dilemma arises from a very general feature of the view, and thus is shared by other views as well. It then discusses what an account of our individual obligations needs to look like if it is to avoid the dilemma. Finally, the discussion is extended beyond climate change to other collective impact contexts.

Understanding the Climate-Sensitive Decisions and Information Needs of Freshwater Resource Managers in Hawaii

2013 ◽  
Vol 5 (4) ◽  
pp. 293-308 ◽  
Author(s):  
Melissa L. Finucane ◽  
Rachel Miller ◽  
L. Kati Corlew ◽  
Victoria W. Keener ◽  
Maxine Burkett ◽  
...  
Keyword(s):  
Climate Change ◽  
Information Needs ◽  
Decision Makers ◽  
Uncertain Information ◽  
Climate Information ◽  
Freshwater Resources ◽  
Freshwater Resource ◽  
Wide Range ◽  
Climate Literacy

Abstract Understanding how climate science can be useful in decisions about the management of freshwater resources requires knowledge of decision makers, their climate-sensitive decisions, and the context in which the decisions are being made. A mixed-methods study found that people managing freshwater resources in Hawaii are highly educated and experienced in diverse professions, they perceive climate change as posing a worrisome risk, and they would like to be better informed about how to adapt to climate change. Decision makers with higher climate literacy seem to be more comfortable dealing with uncertain information. Those with lower climate literacy seem to be more trusting of climate information from familiar sources. Freshwater managers in Hawaii make a wide range of climate-sensitive decisions. These decisions can be characterized on several key dimensions including purpose (optimization and evaluation), time horizon (short term and long term), level of information uncertainty (known, uncertain, deeply uncertain, and completely unknown), and information type (quantitative and qualitative). The climate information most relevant to decision makers includes vulnerability assessments incorporating long-term projections about temperature, rainfall distribution, storms, sea level rise, and streamflow changes at an island or statewide scale. The main barriers to using available climate information include insufficient staff time to locate the information and the lack of a clear legal mandate to use the information. Overall, the results suggest that an integrated and systematic approach is needed to determine where and when uncertain climate information is useful and how a larger set of organizational and individual variables affect decision making.

The Climate Literacy and Energy Awareness Network (CLEAN)

2019 ◽  
Author(s):  
Kathryn Boyd ◽  
Anne Gold ◽  
Frank Niepold ◽  
Jennifer Taylor ◽  
Susan Lynds ◽  
...  
Keyword(s):  
Energy Awareness ◽  
Climate Literacy

scholarly journals Work-based learning as a catalyst for sustainability: a review and prospects

2017 ◽  
Vol 7 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Tony Wall ◽  
Ann Hindley ◽  
Tamara Hunt ◽  
Jeremy Peach ◽  
Martin Preston ◽  
...  
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Cultural Change ◽  
Education Institution ◽  
Professional Service ◽  
Boundary Crossing ◽  
Content Type ◽  
Learning Module ◽  
Climate Literacy

Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

scholarly journals Climate Change: Climate Literacy and Response among USM Students

2021 ◽  
Vol 12 (3) ◽  
pp. 2205-2210
Author(s):  
Wan Nur Syamilah Wan Ali Et.al
Keyword(s):  
Climate Change ◽  
Undergraduate Students ◽  
Significant Relationship ◽  
Climate Response ◽  
Level Of Education ◽  
Change Level ◽  
Change Climate ◽  
Literacy Level ◽  
Climate Literacy ◽  
Positive Climate

Climate change is a serious issue that not only affects Malaysia but also worldwide. Previous studies found that climate literacy may have a significant relationship with climate response while the level of education does not affect climate literacy. Thus, this study was conducted to gauge the level of climate literacy as well as their responses for Universiti Sains Malaysia (USM) students. A mobile climate application named SmaCli is proposed at the end of this study to address the issue of negative response towards climate change. The featuresof SmaCli are based on responses solicited from the questionnaire and the aim is to enhance climate literacy and encourage positive responses. However, for this paper, the prototype of the application is not included. A total of 196 responses were collected which consists of postgraduate and undergraduate students. The study found that 66% of the respondents have high literacy on climate change, level of education has no significant relationship with climate literacy level, mitigation act (climate response) showed a significant relationship with climate literacy level, and adaptation act (climate response) has no significant relationship with climate literacy. Hence, a concerted effort is still needed to improve climate literacy levels to ensure a positive climate response.

Inclusive Strategies in Climate Change Teaching, Learning and Action

2021 ◽  
Author(s):  
Elena Sparrow ◽  
Katie Spellman ◽  
Malinda Chase ◽  
Christina Buffington ◽  
Bonnie Murray ◽  
...  
Keyword(s):  
Climate Change ◽  
Water Conservation ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Energy Awareness ◽  
Community Members ◽  
Personal Connection ◽  
Informal Educators ◽  
The Impact

<p>Our project “Feedbacks and Impacts of a Warming Arctic: Engaging Learners in STEM Using NASA and GLOBE assets” also called “Arctic and Earth SIGNs” (STEM Integrating GLOBE and NASA) engages in climate change education, audiences underserved and underrepresented in STEM e.g. Alaska Natives, those economically disadvantaged, and those who work in rural regions. We invite and support teams of formal and informal educators and community members from Alaska and beyond to participate in a Climate Change in My Community course and to work with youth on climate learning and a stewardship project relevant to their community. Our strategies include: 1) using a culturally responsive learning model we developed, 2) braiding multiple knowledge systems, 3) negotiating content and process in course planning and implementation, 4) ensuring a voice and a seat at the table for everyone, 5) inquiry-based, experiential and place-based STEM teaching practices, 6) intergenerational teaching and learning, 7) interactive Meet the Scientist live video sessions, 8) building relationships within and beyond participant teams and with the project team of educators, Elders and University of Alaska/NASA scientists, 9) providing skills and citizen science tools to engage youth in addressing climate change issues in their communities or for use in developing their community climate change adaptation plans, and 10) cultivating partnerships such as the Association of Interior Native Educators, Renewable Energy for Alaska Project, Climate Literacy and Energy Awareness Network, and the Alaska Arctic Observatory and Knowledge Hub.</p><p>In 2020, ten teams implemented stewardship projects that reflected many of the principles of citizen/community science that effectively engage diverse audiences. Of these course participants, 100% increased their confidence to facilitate real-world inquiry activities (p < 0.001), 77% increased their knowledge of the earth systems, (p < 0.001) and 69% of the students who teams worked with, reported increased critical thinking skills (p< 0.01).  Twelve individuals from these teams were interviewed: 100% of interviewees reported benefits to students, such as learning to collect data, presenting their findings to their peers, exploring STEM careers, and interacting with scientists; 83% reported specific benefits to themselves as an educator which include increased content knowledge and the opportunity to think more deeply about the science and opportunities to connect with students outside of the classroom; 100% reported that the project goals and activities align with and are relevant to the needs and interests of the participants, including contribution to conservation efforts, contribution to science, curricular goals, and a personal connection; 67% reported community engagement, including involving Elders and community members in data collection and storytelling, representatives of local park and water conservation district offering a science talk to the whole community, and advertising their project at the community post office. Those that didn’t report involving the community noted the impact of the COVID-19 pandemic.</p>

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