Acknowledging Global Climate Change in Humanities Courses Not Focused on Climate: The Value of Indirectness in Teaching.

NASA Astrophysics Data System (ADS)

Slovic, S.

2015-12-01

I will highlight the following teaching strategies in my presentation: 1) the decision of include climate-related works at the end of syllabi for courses in subjects like "The Literature of Energy" in order to complicate and contextualize readings from earlier in the courses and to delay the climate topic until I feel students are ready to face it; 2) breaking down climate into an array of specific, graspable sub-issues (food, water, transportation, architecture) in courses on sustainability literature; and 3) appreciating the psychology of "numbers and nerves" in course design for topics such as genocide and climate change that seem to require quantitative description (for instance, psychic numbing, pseudoinefficacy, the prominence effect, the asymmetry of trust, and the trans-scalar imaginary). This presentation will briefly describe my own experiences teaching climate change literature at the University of Nevada, Reno, and the University of Idaho and will also draw from my forthcoming book, with psychologist Paul Slovic, titled Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Oregon State University Press, October 2015).

The Need to Introduce System Thinking in Teaching Climate Change

ERIC Educational Resources Information Center

Roychoudhury, Anita; Shepardson, Daniel P.; Hirsch, Andrew; Niyogi, Devdutta; Mehta, Jignesh; Top, Sara

2017-01-01

Research related to teaching climate change, system thinking, current reform in science education, and the research on reform-oriented assessment indicate that we need to explore student understanding in greater detail instead of only testing for an incremental gain in disciplinary knowledge. Using open-ended items we assessed details in student…

Climate Change Schools Project...

ERIC Educational Resources Information Center

McKinzey, Krista

2010-01-01

This article features the award-winning Climate Change Schools Project which aims to: (1) help schools to embed climate change throughout the national curriculum; and (2) showcase schools as "beacons" for climate change teaching, learning, and positive action in their local communities. Operating since 2007, the Climate Change Schools…

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they

Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

ERIC Educational Resources Information Center

Flener-Lovitt, Charity

2014-01-01

A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

An Issues- and Concepts-Based Curriculum: Teaching about Climate Change

ERIC Educational Resources Information Center

Ross, Keith

2014-01-01

I argue that students want to see relevance in their studies. The National Curriculum in England is a list of concepts that we wish them to understand. However, the concepts need to be embedded into a meaningful context, such as climate change, which may become the overarching reason for teaching science. In this article I remember fondly…

Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

ERIC Educational Resources Information Center

Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

2017-01-01

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

Adapting to Teach Climate Literacy

NASA Astrophysics Data System (ADS)

Wilkening, B.; Schwartz, K. L.

2017-12-01

Adaptation is a key strategy to deal with the effects of climate change, and it can also be a key strategy in teaching climate literacy. Adapting curriculum to include utilizing new instructional practices, modifying existing lessons, evaluating evidence and engaging students in real-world projects are strategies employed in Recharge the Rain. Arizona Project WET and Watershed Management Group developed the Recharge the Rain project, through a NOAA Environmental Literacy Grant, to build community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Sixth through twelfth grade teachers, students and the public will move through a continuum from awareness, to knowledge gain, to conceptual understanding, to action. During the first year of the project, through professional development and ongoing guidance, teachers developed a climate literacy curriculum to use in their classrooms. Using systems thinking language and structure from the Cabrera Research Labs, teachers and students gain the thinking tools necessary to increase understanding of Earth's climate system. Lessons and resources for teaching about climate change are abundant and many, such as those on the Climate Literacy Education Awareness Network (CLEAN), have gone through an extensive review process. By cataloguing online resources and sharing these with teachers through a social bookmarking tool, wakelet.com, teachers are easily able to find appropriate teaching material. Engaging students in evaluating evidence requires the data to be relevant to their everyday lives. Online data resources are readily available from NOAA and other sources at both the global and local levels. When teachers, students and the public contribute to the data collection process in citizen science projects such as CoCoRaHS, iSeeChange, and USA National Phenology Network, the data empowers them to act in ways to mitigate the climate threats in their community. Adapting to teach climate

Using Models to Teach about Climate Change: A look at NGSS Expectations and Teacher Perceptions

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

2013-12-01

The Next Generation Science Standards have been updated from the previous version of the standards with some much needed emphasis on topics in climate and climate change. In particular, the standards have focused on K-12 students learning about science models, which is extremely important when discussing climate change. The NGSS suggest that students be able to 1) develop and use science models (not just use them to explain a concept) because this is how scientists actually use models during the scientific process; and 2) understand systems and system models across all science concepts and all age levels because it leads to further understanding about a more complex natural system (like climate change). To summarize, the NGSS expects that K-12 students should develop and use system models across disciplines and age groups in a way that is similar to how scientists use them in practice, which is to make predictions about unanswered questions. Research indicates that students who learn about science content using an approach that aligns more authentically with the way real science inquiry is done have a better understanding of the content, better understanding of the nature of science, improved critical thinking skills, and improved problem solving skills. Research also indicates that most teachers are aware of this method to teach science content, but sometimes have trouble implementing it into the classroom effectively for many reasons. If accepted, this presentation will share an approach to incorporate modeling into the classroom effectively as well as report the results from a study that qualitatively look at three teacher's perspectives on using models in the classroom while teaching units about climate change, in order to identify how/why teachers struggle to teach about models involved in content related to climate change. Preliminary results indicate that the teachers in this study view models as an effective way to explain a concept to their students, but

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

ERIC Educational Resources Information Center

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching.…

In-Service Teachers' Attitudes, Knowledge and Classroom Teaching of Global Climate Change

ERIC Educational Resources Information Center

Liu, Shiyu; Roehrig, Gillian; Bhattacharya, Devarati; Varma, Keisha

2015-01-01

This study explores in-service teachers' attitudes and knowledge about a pressing environmental issue, "global climate change" (GCC), and how these may relate to their classroom teaching. In this work, nineteen teachers from Native American communities attended a professional development workshop that focused on enhancing their…

Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

Tools for Teaching Climate Change Studies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Maestas, A.M.; Jones, L.A.

2005-03-18

The Atmospheric Radiation Measurement Climate Research Facility (ACRF) develops public outreach materials and educational resources for schools. Studies prove that science education in rural and indigenous communities improves when educators integrate regional knowledge of climate and environmental issues into school curriculum and public outreach materials. In order to promote understanding of ACRF climate change studies, ACRF Education and Outreach has developed interactive kiosks about climate change for host communities close to the research sites. A kiosk for the North Slope of Alaska (NSA) community was installed at the Iupiat Heritage Center in 2003, and a kiosk for the Tropical Westernmore » Pacific locales will be installed in 2005. The kiosks feature interviews with local community elders, regional agency officials, and Atmospheric Radiation Measurement (ARM) Program scientists, which highlight both research and local observations of some aspects of environmental and climatic change in the Arctic and Pacific. The kiosks offer viewers a unique opportunity to learn about the environmental concerns and knowledge of respected community elders, and to also understand state-of-the-art climate research. An archive of interviews from the communities will also be distributed with supplemental lessons and activities to encourage teachers and students to compare and contrast climate change studies and oral history observations from two distinct locations. The U.S. Department of Energy's ACRF supports education and outreach efforts for communities and schools located near its sites. ACRF Education and Outreach has developed interactive kiosks at the request of the communities to provide an opportunity for the public to learn about climate change from both scientific and indigenous perspectives. Kiosks include interviews with ARM scientists and provide users with basic information about climate change studies as well as interviews with elders and community leaders

Teaching about Global Climate Change

ERIC Educational Resources Information Center

Heffron, Susan Gallagher; Valmond, Kharra

2011-01-01

Students are exposed to many different media reports about global climate change. Movies such as "The Day After Tomorrow" and "Ice Age" are examples of instances when movie producers have sought to capture the attention of audiences by augmenting the challenges that climate change poses. Students may receive information from a wide range of media…

3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

NASA Astrophysics Data System (ADS)

Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

2017-12-01

In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

NASA Technical Reports Server (NTRS)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

Our Changing Climate

ERIC Educational Resources Information Center

Newhouse, Kay Berglund

2007-01-01

In this article, the author discusses how global warming makes the leap from the headlines to the classroom with thought-provoking science experiments. To teach her fifth-grade students about climate change, the author starts with a discussion of the United States' local climate. They extend this idea to contrast the local climate with others,…

Using real objects to teach about climate change: an ethnographic perspective

NASA Astrophysics Data System (ADS)

Conner, L.; Perin, S.; Coats, V.; Sturm, M.

2017-12-01

Informal educators frequently use real objects to connect visitors with science content that can otherwise seem abstract. Our NSF-funded project, "Hot Times in Cold Places," leverages this premise to teach about climate change through real objects associated with the nation's only permafrost tunnel, located in Fox, Alaska. We posit that touching real ice, holding Pleistocene bones, and seeing ice wedges in context allows learners to understand climate change in a direct and visceral manner. We are conducting ethnographic research to understand visitor experience at both the tunnel itself and at a permafrost museum exhibit that we are creating as part of the project. Research questions include: 1) What is the nature of visitor talk with respect to explanations about permafrost, tipping points, climate change, and geological time? 2) How do attributes of "realness" (scale, resolution, uniqueness, history and adherence to an original) affect visitor's experience of objects, as perceived through the senses and emotions? We use naturalistic observation, interviews, and videotaping to answer these questions. Analysis focuses on child-to-child talk, reciprocal talk between educator and child, and reciprocal talk between parent and child. Our results elucidate the value of real, vs. replicated and virtual objects, in informal learning, especially in the context of climate change education. An understanding of these factors can help informal learning educators make informed choices about program and exhibit design.

Visualizing the Chemistry of Climate Change (VC3Chem): Online resources for teaching and learning chemistry through the rich context of climate science

NASA Astrophysics Data System (ADS)

McKenzie, L.; Versprille, A.; Towns, M.; Mahaffy, P.; Martin, B.; Kirchhoff, M.

2013-12-01

Global climate change is one of the most pressing environmental challenges facing humanity. Many of the important underlying concepts require mental models that are built on a fundamental understanding of chemistry, yet connections to climate science and global climate change are largely missing from undergraduate chemistry courses for science majors. In Visualizing the Chemistry of Climate Change (VC3Chem), we have developed and piloted a set of online modules that addresses this gap by teaching core chemistry concepts through the rich context of climate science. These interactive web-based digital learning experiences enable students to learn about isotopes and their relevance in determining historical temperature records, IR absorption by greenhouse gases, and acid/base chemistry and the impacts on changing ocean pH. The efficacy of these tools and this approach has been assessed through measuring changes in students' understanding about both climate change and core chemistry concepts.

Conceptualizing Climate Change in the Context of a Climate System: Implications for Climate and Environmental Education

ERIC Educational Resources Information Center

Shepardson, Daniel P.; Niyogi, Dev; Roychoudhury, Anita; Hirsch, Andrew

2012-01-01

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students' understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural…

Turning Misinformation into Climate Change Education

NASA Astrophysics Data System (ADS)

Borah, N.; Cook, J.

2017-12-01

Misinformation reduces science literacy and interferes with new learning. This undermines the application of science to understanding and addressing important societal issues. Intentional misinformation and fake news is of growing concern to the scientists, educators and policymakers. Specifically, misinformation about human-caused climate change has become prominent in recent times creating confusion among the public. Hence, interventions that inoculate people against climate change misinformation are very much necessary. One of the most promising applications of inoculation is in the classroom, using a teaching approach known as misconception-based learning. This involves explaining scientific concepts while directly refuting related misconceptions. Misconception-based learning is a powerful way to neutralize the influence of climate change misinformation by increasing both science literacy and critical thinking skills. Students do not possess as many erroneous preconceptions about climate change relative to adults and hence correcting such misconceptions among students is more effective using this teaching approach. The misconception-based teaching approach has a number of benefits. It results in greater and longer-lasting learning gains relative to standard lessons. It equips students with the tools and knowledge to distinguish between facts and myths and increases confidence to engage in constructive discussion with family and friends about climate change. Further, research has shown that students have an effect on parents' environmental attitudes and behavior. Consequently, misconception-based learning presents the opportunity to reach the adult community through the students. We have developed a high school climate change curriculum based on the misconception-based learning framework. Our intent is to run a pilot project that tests the impact of this curriculum on students' climate perceptions, and any second-order influence on their parents. This research

Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

ERIC Educational Resources Information Center

Oldakowski, Ray; Johnson, Ashley

2018-01-01

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

Teaching the relationship between health and climate change: a systematic scoping review protocol.

PubMed

Osama, Tasnime; Brindley, David; Majeed, Azeem; Murray, Kris A; Shah, Hiral; Toumazos, Mel; Van Velthoven, Michelle; Car, Josip; Wells, Glenn; Meinert, Edward

2018-05-20

The observed and projected impacts of climate change on human health are significant. While climate change has gathered global momentum and is taught frequently, the extent to which the relationships between climate change and health are taught remains uncertain. Education provides an opportunity to create public engagement on these issues, but the extent to which historical implementation of climate health education could be leveraged is not well understood. To address this gap, we propose to conduct a scoping review of all forms of teaching that have been used to illustrate the health effects of climate change between 2005 and 2017, coinciding with a turning point in the public health and climate change agendas following the 2005 Group of 7/8 (G7/8) Summit. Using Arksey/O'Malley's and Levac's methodological framework, MEDLINE/PubMed, Embase, Scopus, Education Resource Information Centre, Web of Science, Global Health, Health Management Information Consortium, Georef, Ebsco and PROSPERO will be systematically searched. Predetermined inclusion and exclusion criteria will be applied by two independent reviewers to determine study eligibility. Studies published in English and after 2005 only will be examined. Following selection of studies, data will be extracted and analysed. No ethical approval is required as exclusively secondary data will be used. Our findings will be communicated to the European Institute of Innovation & Technology Health-Knowledge and Innovation Communities to assist in the development of a FutureLearn Massive Open Online Course on the health effects of climate change. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Integrating Climate Change Into Nursing Curricula.

PubMed

McDermott-Levy, Ruth; Jackman-Murphy, Kathryn P; Leffers, Jeanne M; Jordan, Lisa

2018-03-28

Climate change is a significant threat to human health across the life cycle. Nurses play an important role in mitigation, adaptation, and resilience to climate change. The use of health care resources, air quality and extreme heat, mental health, and natural disasters are major content areas across undergraduate nursing curricula that influence or are influenced by climate change. Teaching strategies and resources are offered to prepare nursing students to address climate change and human health.

Tools for enhancing motivation in teaching climate change and impacts for students in forest- and environmental engineering

NASA Astrophysics Data System (ADS)

Gálos, Borbála

2017-04-01

Climate change is observed to have severe impacts on forest ecosystems. Ongoing research projects are dealing with the complex analysis of the causes of the health status decline and mortality of the vulnerable tree species. In the Carpathian Basin, recurrent long lasting drought periods and heatwaves of the last decades initiated the sequence of abiotic and biotic impacts in the beech and oak forests. Threatening extreme events are very likely to occur more frequent under changing climate conditions until the end of the 21st century. Therefore adaptation strategies and renewed regulations of the tree species selection are necessary. Learning material of forest education needs to be continuously updated with the new aspects and results of recent research and forest management planning. Therefore ideas and tools have been developed for teaching climate change impacts for students in forest- and environmental engineering. Using examples from world sport championships (e.g. losers and winners of climate change) these tools are applied to communicate the basic research questions in an easily understandable way as well as to motivate students and raise their awareness for the complex processes of forest - climate interactions. By the application of the developed examples for motivation, the key competences and learning outcomes can be the following: • students get an insight into the observed and projected tendencies of climate extremes; • they get an impression on the complexity of the climate change related damage chains; • they will be able to identify the climatic drivers of forest decline and mortality; • with the skill of critical thinking they will be able to evaluate the ecological role of forests that are already affected and that could be affected by the consequences of changing climate conditions; • they recognize the importance and urgency of the appropriate decisions in forestry and nature conservation. Keywords: climate change impacts, forest

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

ERIC Educational Resources Information Center

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models,…

The NASA Global Climate Change Education Project: An Integrated Effort to Improve the Teaching and Learning about Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Chambers, L. H.; Pippin, M. R.; Welch, S.; Spruill, K.; Matthews, M. J.; Person, C.

2010-12-01

The NASA Global Climate Change Education (GCCE) Project, initiated in 2008, seeks to: - improve the teaching and learning about global climate change in elementary and secondary schools, on college campuses, and through lifelong learning; - increase the number of people, particularly high school and undergraduate students, using NASA Earth observation data, Earth system models, and/or simulations to investigate and analyze global climate change issues; - increase the number of undergraduate students prepared for employment and/or to enter graduate school in technical fields relevant to global climate change. Through an annual solicitation, proposals are requested for projects that address these goals using a variety of approaches. These include using NASA Earth system data, interactive models and/or simulations; providing research experiences for undergraduate or community college students, or for pre- or in-service teachers; or creating long-term teacher professional development experiences. To date, 57 projects have been funded to pursue these goals (22 in 2008, 18 in 2009, and 17 in 2010), each for a 2-3 year period. The vast majority of awards address either teacher professional development, or use of data, models, or simulations; only 7 awards have been made for research experiences. NASA, with assistance from the Virginia Space Grant Consortium, is working to develop these awardees into a synergistic community that works together to maximize its impact. This paper will present examples of collaborations that are evolving within this developing community. It will also introduce the opportunities available in fiscal year 2011, when a change in emphasis is expected for the project as it moves within the NASA Office of Education Minority University Research and Education Program (MUREP).

A Model for Teaching a Climate Change Elective Science Course at the Community College Level

NASA Astrophysics Data System (ADS)

Mandia, S. A.

2012-12-01

The impact of global climate change is far-reaching, both for humanity and for the environment. It is essential that our students be provided a strong scientific background for the role of natural and human caused climate change so that they are better prepared to become involved in the discussion. Here the author reveals a successful model designed for use with a diverse student body at the community college level. Teaching strategies beyond the traditional lecture and exam style include: web-based resources such as static websites along with dynamic blogging tools, post-lecture cooperative learning review sessions, weekly current event research projects, use of rubrics to assist students in their own project evaluation before submission, and a research paper utilizing the Skeptical Science website to examine the validity of the most common climate change myths.

Teaching Climate Change Through Music

NASA Astrophysics Data System (ADS)

Weiss, P. S.

2007-12-01

During 2006, Peter Weiss aka "The Singing Scientist" performed many music assemblies for elementary schools (K-5) in Santa Cruz County, California, USA. These assemblies were an opportunity for him to mix a discussion of climate change with rock n' roll. In one song called "Greenhouse Glasses", Peter and his band the "Earth Rangers" wear over-sized clown glasses with "molecules" hanging off them (made with Styrofoam balls and pipe cleaners). Each molecule is the real molecular structure of a greenhouse gas, and the song explains how when the wearer of these glasses looks up in the sky, he/she can see the "greenhouse gases floating by." "I've seen more of them this year than the last / 'Cuz fossil fuels are burning fast / I wish everyone could see through these frames / Then maybe we could prevent climate change" Students sing, dance and get a visual picture of something that is invisible, yet is part of a very real problem. This performance description is used as an example of an educational style that can reach a wide audience and provide a framework for the audience as learners to assimilate future information on climate change. The hypothesis is that complex socio-environmental issues like climate change that must be taught in order to achieve sustainability are best done so through alternative mediums like music. Students develop awareness which leads to knowledge about chemistry, physics, and biology. These kinds of experiences which connect science learning to fun activities and community building are seriously lacking in primary and secondary schools and are a big reason why science illiteracy is a current social problem. Science education is also paired with community awareness (including the local plant/animal community) and cooperation. The Singing Scientist attempts to create a culture where it is cool to care about the environment. Students end up gardening in school gardens together and think about their "ecological footprint".

Self-Efficacy: A South African Case Study on Teachers' Commitment to Integrate Climate Change Resilience into Their Teaching Practices

ERIC Educational Resources Information Center

Raath, Schalk; Hay, Anette

2016-01-01

A strong sense of self-efficacy in teachers has in many studies been consistently related to positive teaching behaviours and learner outcomes. This research reports on the differences among teachers regarding their self-efficacy and how this relates to their confidence and commitment to integrate climate change in their teaching practice. A…

Exploring students' epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change

NASA Astrophysics Data System (ADS)

Tasquier, Giulia; Levrini, Olivia; Dillon, Justin

2016-03-01

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students' reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of 'models and the game of modelling' in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16-17 years old). The purpose of the study is to investigate students' reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.

Fostering Hope in Climate Change Educators

ERIC Educational Resources Information Center

Swim, Janet K.; Fraser, John

2013-01-01

Climate Change is a complex set of issues with large social and ecological risks. Addressing it requires an attentive and climate literate population capable of making informed decisions. Informal science educators are well-positioned to teach climate science and motivate engagement, but many have resisted the topic because of self-doubt about…

Developing Climate Change Literacy With the Humanities: A Narrative Approach

NASA Astrophysics Data System (ADS)

Siperstein, S.

2015-12-01

Teaching the science and policy of climate change is necessary but insufficient for helping students to develop a robust climate literacy. Climate change educators must also teach students how to evaluate historical trends, to unpack the assumptions in shared cultural narratives, to grapple with ethical dilemmas, and more generally to traverse the turbulence of feeling that is a hallmark of living in a time of global climate chaos. In short, climate literacy must include the skills and strategies of the humanities, and specifically literary and cultural studies. After providing an overview of how literary and cultural studies scholars from around the world are developing innovative pedagogical methods for addressing climate change (drawing on the presenter's experience editing the forthcoming volume Teaching Climate Change in the Humanities), the presentation will then report on a specific Literary Genres course taught at the University of Oregon. The course, offered to undergraduate non-majors who entered the class with little or no knowledge of climate change, constituted a case study of action research into the transdisciplinary teaching of climate change. The presentation will thus draw on quantitative course assessments, student coursework, and the instructor's own experiences in arguing that three key narratives underpin the work we do as multidisciplinary climate change educators: narratives of observation, narratives of speculation, and narratives of conversion. That is, we guide students through the processes of witnessing climate change, imagining more just and sustainable futures, and by so doing, transforming themselves and their communities. In the particular Literary Genres course under consideration, students used the tools of literary and cultural studies first to analyze existing versions of these narratives and then to compose their own versions of these narratives based on their local communities and ecologies. In the context of multidisciplinary

Using an Interdisciplinary Approach to Teach About Climate Change

NASA Astrophysics Data System (ADS)

Schafer, K.; Spenner, C.

2017-12-01

The traditional methods of teaching science, or any particular discipline, are not necessarily well suited for preparing students to solve big messy problems like sustainable development, climate change and resource management. We have developed a summer course entitled, "Human Ecology: Our Place in Nature," with the goal of addressing such issues through a series of case studies. The goal of these case studies is to explore how people interact with nature through Agriculture, Fisheries and Energy Use issues and could easily be adapted to specific geographical regions with different land use challenges. The course was divided into two segments: the first took place at locations near our school in San Jose, California and the second piece at various locations in Southeastern Alaska. Students learned about the interdisciplinary nature of these issues and developed an individual project of their choosing to explore some aspect of the course in greater depth.

Scaling Climate Change Communication for Behavior Change

NASA Astrophysics Data System (ADS)

Rodriguez, V. C.; Lappé, M.; Flora, J. A.; Ardoin, N. M.; Robinson, T. N.

2014-12-01

Ultimately, effective climate change communication results in a change in behavior, whether the change is individual, household or collective actions within communities. We describe two efforts to promote climate-friendly behavior via climate communication and behavior change theory. Importantly these efforts are designed to scale climate communication principles focused on behavior change rather than soley emphasizing climate knowledge or attitudes. Both cases are embedded in rigorous evaluations (randomized controlled trial and quasi-experimental) of primary and secondary outcomes as well as supplementary analyses that have implications for program refinement and program scaling. In the first case, the Girl Scouts "Girls Learning Environment and Energy" (GLEE) trial is scaling the program via a Massive Open Online Course (MOOC) for Troop Leaders to teach the effective home electricity and food and transportation energy reduction programs. The second case, the Alliance for Climate Education (ACE) Assembly Program, is advancing the already-scaled assembly program by using communication principles to further engage youth and their families and communities (school and local communities) in individual and collective actions. Scaling of each program uses online learning platforms, social media and "behavior practice" videos, mastery practice exercises, virtual feedback and virtual social engagement to advance climate-friendly behavior change. All of these communication practices aim to simulate and advance in-person train-the-trainers technologies.As part of this presentation we outline scaling principles derived from these two climate change communication and behavior change programs.

Mock climate summit: teaching and assessing learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical approach for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two “spheres” and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students’ dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students’ dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students’ dialogue shows increased comfort with the communities’ discourse as they take ownership of the point-of-view associated with their assumed roles.

Mock Climate Summit: Teaching and Assessing Learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.

Teaching Scales in the Climate System: An example of interdisciplinary teaching and learning

NASA Astrophysics Data System (ADS)

Baehr, Johanna; Behrens, Jörn; Brüggemann, Michael; Frisius, Thomas; Glessmer, Mirjam S.; Hartmann, Jens; Hense, Inga; Kaleschke, Lars; Kutzbach, Lars; Rödder, Simone; Scheffran, Jürgen

2016-04-01

Climate change is commonly regarded as one of 21st century's grand challenges that needs to be addressed by conducting integrated research combining natural and social sciences. To meet this need, how to best train future climate researchers should be reconsidered. Here, we present our experience from a team-taught semester-long course with students of the international master program "Integrated Climate System Sciences" (ICSS) at the University of Hamburg, Germany. Ten lecturers with different backgrounds in physical, mathematical, biogeochemical and social sciences accompanied by a researcher trained in didactics prepared and regularly participated in a course which consisted of weekly classes. The foundation of the course was the use of the concept of 'scales' - climate varying on different temporal and spatial scales - by developing a joint definition of 'scales in the climate system' that is applicable in the natural sciences and in the social sciences. By applying this interdisciplinary definition of 'scales' to phenomena from all components of the climate system and the socio-economic dimensions, we aimed for an integrated description of the climate system. Following the concept of research-driven teaching and learning and using a variety of teaching techniques, the students designed their own scale diagram to illustrate climate-related phenomena in different disciplines. The highlight of the course was the presentation of individually developed scale diagrams by every student with all lecturers present. Based on the already conducted course, we currently re-design the course concept to be teachable by a similarly large group of lecturers but with alternating presence in class. With further refinement and also a currently ongoing documentation of the teaching material, we will continue to use the concept of 'scales' as a vehicle for teaching an integrated view of the climate system.

Can Climate Change Enhance Biology Lessons? A Quasi-Experiment

ERIC Educational Resources Information Center

Monroe, Martha C.; Hall, Stephanie; Li, Christine Jie

2016-01-01

Climate change is a highly charged topic that some adults prefer to ignore. If the same holds true for secondary students, teachers could be challenged to teach about climate change. We structured one activity about the biological concepts of carbon cycle and carbon sequestration in two ways: with and without mention of climate change. Results…

Climate Masters of Nebraska: An Innovative Action-Based Approach for Climate Change Education

ERIC Educational Resources Information Center

Pathak, Tapan B.; Bernadt, Tonya; Umphlett, Natalie

2014-01-01

Climate Masters of Nebraska is an innovative educational program that strategically trains community volunteers about climate change science and corresponding ways to reduce greenhouse gas emissions in an interactive and action-based teaching environment. As a result of the program, 91% of participants indicated that they made informed changes in…

The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

NASA Astrophysics Data System (ADS)

Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

2017-12-01

The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

Chemistry Teachers' Views on Teaching "Climate Change"--An Interview Case Study from Research-Oriented Learning in Teacher Education

ERIC Educational Resources Information Center

Feierabend, Timo; Jokmin, Sebastian; Eilks, Ingo

2011-01-01

This paper presents a case study from research-oriented learning in chemistry teacher education. The study evaluates the views of twenty experienced German chemistry teachers about the teaching of climate change in chemistry education. Data was collected using semi-structured interviews about the teachers' experiences and their views about…

Effective Strategies for Talking about Climate Change in the Classroom

ERIC Educational Resources Information Center

Busch, K. C.; Osborne, Jonathan

2014-01-01

Teaching about climate science presents some unique challenges. Unlike many other science topics, mitigation and adaptation to climate change will require students to take action. This article outlines five major challenges to communicating about climate change in the classroom, drawing on research in environmental psychology: scepticism,…

Tackling Weather and Climate Change Creatively in Science

ERIC Educational Resources Information Center

Dale, Murray

2013-01-01

In this article, the author offers some practical support for teaching about weather, climate and climate change. In England, weather and climate are traditionally taught within the geography curriculum, although it is actually a very scientific subject, involving skills such as making careful observations and measurements, interpreting data…

A Massive Open Online Course (MOOC) on Climate Change

NASA Astrophysics Data System (ADS)

Somerville, R. C. J.

2015-12-01

A climate change MOOC is a way to reach a global audience of many thousands of students. What was it like to teach climate change to an invisible class over the Internet, and how well did it work? The need to educate many people about climate change seems obvious. Climate change is one of the most important existential issues of our time. Sound science can inform wise policy, and coping successfully with climate change is surely an urgent global challenge that requires scientific input and a scientifically informed public. Today many scientists have opportunities to communicate what science has learned about climate and climate change. Yet being a scientific expert on these subjects does not necessarily mean having the skills to communicate effectively to a broad audience. Like learning to ski or to drive a car skillfully, learning to communicate climate science well takes time and effort. The MOOC format has its own special challenges. Effective communication should always resemble a conversation rather than a monologue, but a conversation can be difficult when the teacher will never see or hear from the great majority of students in the class. In addition, a well-funded and effective professional disinformation campaign has been successful in sowing widespread confusion about climate change. As a result, many people mistakenly think climate change science is unreliable or is controversial within the expert community. One can expect that some of the students taking the MOOC will have been influenced by this sort of erroneous information. Thus, one appealing topic to include in a MOOC on climate change is to give useful guidelines for recognizing and rejecting junk science and disinformation. This talk will describe one climate scientist's first-person participation in teaching a climate change MOOC.

Mainstreaming of Climate Change into the Ghanaian Tertiary Educational System

NASA Astrophysics Data System (ADS)

Nyarko, B. K.

2013-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognise that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Various Ministries should be challenged to develop and integrate climate change into education policies. In the design of curriculum, there is a need to integrate Climate Change Education into curricula without compromising already overstretched programmes of study. There is a need to encourage and enhance innovative teaching approaches such as Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. Institutions and

Play, Make, Know, Keep up, Watch, Dream, and Teach: A Kids-eye View of Climate Change

NASA Astrophysics Data System (ADS)

Fisher, D. K.; Leon, N.; Fitzpatrick, A. J.; Jackson, R.; Greene, M. P.

2012-12-01

No matter the subject, the best way of dealing with doubters or deniers is to present the scientific evidence in a clear, concise, non-threatening, and compelling way. NASA's Climate Kids website--written for upper-elementary age kids and their teachers and parent--explains the basic science behind the evidence that Earth's climate is changing much more rapidly than can be accounted for by natural cycles, and that human activity is responsible. Climate science is complex, and most non-scientists are in what, for some, is the uncomfortable position of accepting scientists at their word. For young children, this is not the best approach to learning. They need to learn to think critically and evaluate the evidence for themselves. Climate Kids debuted in January 2011. It was redesigned and reorganized this year. From the beginning, educator feedback has been very positive. Teachers are grateful to have these difficult concepts simplified, yet still comprehensively covered to present the compelling evidence for anthropogenic global warming and its current and predicted effects. Climate Kids explains the "big questions" of climate science simply and clearly, giving teachers a valuable resource to supplement the science units they normally teach. The site extends science lessons in a very specific way, presenting understandable, real-world examples of scientific evidence of the changes happening on our planet. The new site design organizes content by topic and by type of presentation. Topics are shown in a left-side menu. They are Weather & Climate, Air, Ocean, Fresh Water, Carbon Travels (carbon cycle), Energy, Plants & Animals, and Technology. Presentation types are shown in a top menu. They are Play games, Make stuff (hands-on activities), Know your world (answers to big questions), Catch the latest (climate-related news), Watch videos, Dream of a career (profiles of individuals in green careers), and Teach climate science (resources for educators and parents). So, for

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

NASA Technical Reports Server (NTRS)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

Climate Literacy from the Plains to the Peaks: Challenges in Teaching Climate in Colorado Classrooms

NASA Astrophysics Data System (ADS)

Hafich, K. A.; Martens, W.; Fletcher, H.; MacFerrin, B.; Morrison, D.; Stone, J.; Collins, M. C.; Chastain, M.; Hager, C.; Duncan, E.; Gay, C. J.; Kurz, J. D.; Manning, C. B.; Graves, B. J.; Bloomfield, L.

2015-12-01

Boulder, Colorado is a central hub of climate research and education resources, yet teachers less than two hours away struggle to find relevant climate curriculum and meaningful connections to climate scientists. Learn More About Climate (LMAC), an initiative of the CU-Boulder Office for Outreach and Engagement was created to provide access to the most up-to-date scientific research in a user-friendly way that raises awareness and inspires an informed dialogue about climate change among Coloradans. LMAC produces classroom ready videos highlighting CU climate scientists, offers classroom visits and Skype sessions with scientists, and serves as a hub for the most recent climate news. LMAC recently formed a Teacher Advisory Board made up of eleven K12 teachers from across Colorado spanning rural, suburban, and urban school districts. Given different locations, demographics, and grade levels, each teacher faces different challenges teaching climate. Here we present our work to identify the primary challenges that our teacher advisors have encountered while teaching climate science in their classrooms. Furthermore, we are working to co-create dynamic solutions with the teachers to address these problems using the LMAC platform.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

NGSS, Climate & Energy: Teaching About Climate Change Without Teaching About Energy Is Like Teaching About Lung Cancer Without Teaching About Smoking

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.

2013-12-01

The ideas of systems pervade the Next Generation Science Standards, and well they should. The title of this abstract, paraphrased from commentator Chris Hayes, bluntly summarizes what should be central to the design of curriculum and instruction in the era of climate change and NGSS. It reflects a systems perspective, highlighting that the relationship between and among scientific topics are as important as the topics themselves. The centrality of systems and of human impacts within systems is highlighted by the fact that within the NGSS, the most connected Disciplinary Core Idea is Earth and Space Sciences - 3: Earth and Human Activity. 'ESS3' appears 457 times and on more than a third of the pages in the pdf of all the performance expectations. The lion's share of these appearances are in the connections boxes below the performance indicators, showing the connections -- the relationships within the Earth system -- of this topic to a multitude of expectations. Deep understandings of climate and climate change require understandings relationships between the atmosphere and human activity, and especially the impacts of energy use. As energy is needed for essentially everything we do, this is a big deal. Yet, in the typical high school science programs today, energy and its relation to climate is not prominent. NGSS has the potential to change that. The Crosscutting Concepts clearly reflect a systems approach, with four of the seven including the word 'system' within their one sentence description. This presentation will address systems in NGSS generally and use the examples from our changing energy system, to highlight ways to address climate and energy in multiple courses at different grade levels. Energy use varies across time and space, and the study of energy ties directly to all of Crosscutting Concepts. We will consider the map, showing aspects of the geography of energy, and historical energy transitions, such as the move from dependence of wood for fuel to

What Is Motivating Middle-School Science Teachers to Teach Climate Change?

ERIC Educational Resources Information Center

McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-01-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers…

Climate Change--Scientific and Political

NASA Astrophysics Data System (ADS)

Moore, John W.

2000-08-01

On Monday, June 12, the federal government released a "Public Review Draft" of Climate Change Impacts on the United States (1). The report contains peer-reviewed information that should be of interest to the general public and certainly will make excellent summer reading for those of us who teach chemistry or other sciences. The U.S. Global Change Research Project (USGCRP), was initiated in 1990 by the U.S. Congress to provide lawmakers with information about negative and positive impacts of global warming. In 1997, USGCRP began the National Assessment of the Potential Consequences of Climate Variability and Change. Five teams, each consisting of experts from government, industry, and academic and public organizations, used sophisticated computer models to analyze regional impacts of climate change and prepare a national synthesis of existing information. They forecast significant changes during the 21st century, including an increase in temperature in the U.S. of 3-6 °C. (This is similar to the difference in temperature between the present and the last ice age.) Many regions of the country are likely to become more like the regions immediately to their south. For example, the climate in New York City is predicted to become more like the 20th-century climate of Atlanta, and Atlanta more like Houston.

Applying "Climate" system to teaching basic climatology and raising public awareness of climate change issues

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny

2016-04-01

While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic

Exploring Students' Epistemological Knowledge of Models and Modelling in Science: Results from a Teaching/Learning Experience on Climate Change

ERIC Educational Resources Information Center

Tasquier, Giulia; Levrini, Olivia; Dillon, Justin

2016-01-01

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic…

GREENIFY: A Real-World Action Game for Climate Change Education

ERIC Educational Resources Information Center

Lee, Joey J.; Ceyhan, Pinar; Jordan-Cooley, William; Sung, Woonhee

2013-01-01

The literature on climate change education recommends social, accessible action-oriented learning that is specifically designed to resonate with a target audience's values and worldview. This article discusses GREENIFY, a real-world action game designed to teach adult learners about climate change and motivate informed action. A pilot study…

Climate Change Literacy across the Critical Zone Observatory Network

NASA Astrophysics Data System (ADS)

Moore, A.; Derry, L. A.; Zabel, I.; Duggan-Haas, D.; Ross, R. M.

2017-12-01

Earth's Critical Zone extends from the top of the tree canopy to the base of the groundwater lens. Thus the Critical Zone is examined as a suite of interconnected systems and study of the CZ is inherently interdisciplinary. Climate change is an important driver of CZ processes. The US Critical Zone Observatory Network comprises nine observatories and a coordinating National Office. Educational programs and materials developed at each CZO and the National Office have been collected, reviewed, and presented on-line at the CZONO (criticalzone.org/national/education-outreach/resources). Because the CZOs are designed to observe and measure a suite of common parameters on varying geological substrates and within different ecological contexts, educational resources reflect the diversity of processes represented across the network. As climate change has a network-wide impact, the fundamental building blocks of climate change literacy are key elements in many activities within the CZONO resource collection. Carbon-cycle and hydrologic cycle processes are well-represented, with emphasis on human interactions with these resources, as well as the impact of extreme events and the changing climate. Current work on the resource collection focuses on connecting individual resources to "Teach Climate Science" project and the Teacher-Friendly Guide to Climate Change (teachclimatescience.wordpress.com). The Teacher-Friendly Guide is a manual for K-12 teachers that presents both the fundamentals of climate science alongside resources for effective teaching of this controversial topic. Using the reach of the CZO network we hope to disseminate effective climate literacy resources and support to the K-12 community.

Addressing climate and energy misconceptions - teaching tools offered by the Climate Literacy and Energy Awareness Network (CLEAN)

NASA Astrophysics Data System (ADS)

Gold, A. U.; Ledley, T. S.; Kirk, K. B.; Grogan, M.; McCaffrey, M. S.; Buhr, S. M.; Manduca, C. A.; Fox, S.; Niepold, F.; Howell, C.; Lynds, S. E.

2011-12-01

Despite a prevalence of peer-reviewed scientific research and high-level reports by intergovernmental agencies (e.g., IPCC) that document changes in our climate and consequences for human societies, the public discourse regards these topics as controversial and sensitive. The chasm between scientific-based understanding of climate systems and public understanding can most easily be addressed via high quality, science-based education on these topics. Well-trained and confident educators are required to provide this education. However, climate science and energy awareness are complex topics that are rapidly evolving and have a great potential for controversy. Furthermore, the interdisciplinary nature of climate science further increases the difficulty for teachers to stay abreast of the science and the policy. Research has shown that students and educators alike hold misconceptions about the climate system in general and the causes and effects of climate change in particular. The NSF-funded CLEAN Pathway (http://cleanet.org) as part of the National Science Digital Library (http://www.nsdl.org) strives to address these needs and help educators address misconceptions by providing high quality learning resources and professional development opportunities to support educators of grade levels 6 through 16. The materials focus on teaching climate science and energy use. The scope and framework of the CLEAN Pathway is defined by the Essential Principles of Climate Science (CCSP, 2009) and the Energy Literacy Principles recently developed by the Department of Energy. Following this literacy-based approach, CLEAN helps with developing mental models to address misconceptions around climate science and energy awareness through a number of different avenues. These are: 1) Professional development opportunities for educators - interactive webinars for secondary teachers and virtual workshops for college faculty, 2) A collection of scientifically and pedagogically reviewed, high

"Roll up Your Sleeves and Get at It!" Climate Change Education in Teacher Education

ERIC Educational Resources Information Center

Berger, Paul; Gerum, Natalie; Moon, Martha

2015-01-01

We present findings from research on a nine-week elective course, "Climate Change Pedagogy," taught for the first time in the Bachelor of Education program at Lakehead University in winter 2014. After reviewing literature on what is needed for effective teaching about climate change and some of the neoliberal barriers to such teaching,…

Contrasting Controversies: Fracking and Climate Change

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.; Zabel, I. H. H.; Ross, R. M.

2014-12-01

Slickwater high-volume hydraulic fracturing (commonly known as "fracking") is highly controversial. So is global warming, and the two issues are closely related, but the natures of these two controversies have substantial and important differences. Building upon years of experience in teaching and developing resources and strategies for teaching about evolution and climate change, staff at the Paleontological Research Institution have engaged in public outreach and educator professional development to help nurture understanding of fracking and the broader energy system. How are these controversies similar to and different from one another, and how should understanding these similarities and differences inform educational programming (and about how you talk about these issues with your Uncle Fred at the family holiday dinner?). It is nearly universally agreed amongst scientists who study climate that changes now underway are real and human caused, and are posing or likely to pose very serious problems for humanity. Scientists who study slickwater high-volume hydraulic fracturing agree that it causes environmental damage, but there is no consensus as to whether fracking causes more or less harm (e.g., among different kinds of environment harm, across different temporal and spatial scales, and among different social contexts) than other ways of producing energy on a large scale. In other words, the basic tenets of climate change are not a matter of scientific controversy, though the implications for policy making obviously remain politically controversial, while fracking is an issue of both scientific and political controversy. Without advocating for or against fracking, we help audiences disentangle scientific and political issues, better understand the energy resources used in their own communities, and consider issues of scale, systems, and complexity. We will compare and contrast the overlapping controversies surrounding climate change and fracking and highlight

Climate change: what competencies and which medical education and training approaches?

PubMed

Bell, Erica J

2010-04-30

Much research has been devoted to identifying healthcare needs in a climate-changing world. However, while there are now global and national policy statements about the importance of health workforce development for climate change, little has been published about what competencies might be demanded of practitioners in a climate-changing world. In such a context, this debate and discussion paper aims to explore the nature of key competencies and related opportunities for teaching climate change in medical education and training. Particular emphasis is made on preparation for practice in rural and remote regions likely to be greatly affected by climate change. The paper describes what kinds of competencies for climate change might be included in medical education and training. It explores which curricula, teaching, learning and assessment approaches might be involved. Rather than arguing for major changes to medical education and training, this paper explores well established precedents to offer practical suggestions for where a particular kind of literacy--eco-medical literacy--and related competencies could be naturally integrated into existing elements of medical education and training. The health effects of climate change have, generally, not yet been integrated into medical education and training systems. However, the necessary competencies could be taught by building on existing models, best practice and innovative traditions in medicine. Even in crowded curricula, climate change offers an opportunity to reinforce and extend understandings of how interactions between people and place affect health.

Changing Climates @ Colorado State: 100 (Multidisciplinary) Views of Climate Change

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.; Changing Climates, Cmmap Education; Diversity Team

2011-12-01

We would like to talk about a multidisciplinary education and outreach program we co-direct at Colorado State University, with support from an NSF-funded STC, CMMAP, the Center for Multiscale Modeling of Atmospheric Processes. We are working to raise public literacy about climate change by providing information that is high quality, up to date, thoroughly multidisciplinary, and easy for non-specialists to understand. Our primary audiences are college-level students, their teachers, and the general public. Our motto is Climate Change is Everybody's Business. To encourage and help our faculty infuse climate-change content into their courses, we have organized some 115 talks given by as many different speakers-speakers drawn from 28 academic departments, all 8 colleges at CSU, and numerous other entities from campus, the community, and farther afield. We began with a faculty-teaching-faculty series and then broadened our attentions to the whole campus and surrounding community. Some talks have been for narrowly focused audiences such as extension agents who work on energy, but most are for more eclectic groups of students, staff, faculty, and citizens. We count heads at most events, and our current total is roughly 6,000. We have created a website (http://changingclimates.colostate.edu) that includes videotapes of many of these talks, short videos we have created, and annotated sources that we judge to be accurate, interesting, clearly written, and aimed at non-specialists, including books, articles and essays, websites, and a few items specifically for college teachers (such as syllabi). Pages of the website focus on such topics as how the climate works / how it changes; what's happening / what might happen; natural ecosystems; agriculture; impacts on people; responses from ethics, art, literature; communication; daily life; policy; energy; and-pulling all the pieces together-the big picture. We have begun working on a new series of very short videos that can be

Teaching a Relational Approach to Climate Change: Working with People and Conflict

NASA Astrophysics Data System (ADS)

Kearns, F.

2015-12-01

In 2010, science and technology studies expert Sheila Jasanoff concluded an article in Science by observing that the scientific community "…has demonstrated that it can learn and change in its methods of representing science to scientists. That ingenuity should now be directed toward building relationships of trust and respect with the global citizens whose future climate science has undertaken to predict and reshape." This kind of statement indicates a large shift in the focus on climate-related work, in a sense concluding that the scientific conclusions are well-established, but there is a human-to-human, relationship-based element of the work that needs attention. At the same time, there is increasing emphasis on transitioning to more participatory models of research, practice, and engagement in climate work, the human relationships that underlie these approaches are rarely explicitly addressed. For example, conflict, a key relational process, is often an inevitable element of engagement in societal processes. Although conflict can lead toward more successful long-term solutions if addressed constructively, dealing with it can be highly uncomfortable on an individual level and is often avoided. Acknowledging the often pivotal role conflict plays in eventual solutions bolsters the notion of complementing current training with a focus on relationship building. Professional development to increase relational capacity is being adopted in fields such as law and medicine; these same approaches are also increasingly relevant for climate practitioners where strong emotions such as grief and anxiety are often present for both practitioners and those they interact with. A framework for teaching and learning to effectively interact in this rich, relational world will be presented.

One hundred years: A collective case study of climate change education in Georgia

NASA Astrophysics Data System (ADS)

Bloch, Leonard Mark

This collective case study examined how five K-12 science teachers taught about climate change during Fall 2013, and asked how the University of Georgia can support climate change education. The participants were all experienced teachers, and included: three high school teachers, a middle school teacher, and an elementary school teacher. 'Postcarbonism', an emerging theoretical framework, shaped the research and guided the analysis. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they were united in: 1) their focus on mitigation over adaptation, and 2) presenting climate change as a remote problem with simple solutions. The teachers drew on varied resources, but in all cases, their most valuable resources were their own skills, knowledge and personality. The University of Georgia can support climate change education by developing locally relevant educational resources. Curriculum developers might consider building upon the work of outstanding teach.

Evaluating a 5 year climate change research teacher professional development program in Southern Nevada

NASA Astrophysics Data System (ADS)

Buck, P.; Rudd, L.; McAlister, J.; Bonde, A.

2013-12-01

We present results of a 5 yr NSF funded project, part of Nevada ';s Climate Change Research Education and Outreach EPSCoR award. Goals of the K-12 portion of the project included: a replicable professional development model of K-12 climate change science education for Nevada and other institutions; strengthened relationships between secondary school teachers and NSHE climate change researchers; and greater teacher pedagogical content knowledge in climate change science and greater confidence in ability to teach effectively. Two overarching research questions formed the foundation of our teacher professional development program: 1) How will climate change affect Nevada's baseline water resources (groundwater and surface water) and linked ecosystem services? 2) How will climate change affect natural and anthropogenic disturbances (e.g., wildland fires, invasive species, and insect outbreaks)? All teachers participated in at least one (2-week long) summer institute and academic year follow up focused on one of two overarching research questions forming the basis of the award assisted by a disciplinary graduate student . An on-line class (ENV 794) was a 3 credit graduate credit bearing class from UNLV based on the fundamentals of climate change science was available free to participating teachers. A supplemental program in the final award year was added following advisory board recommendations to develop a cohort or "learning community" approach at an interested high school. The 'About Climate Change' Integrated Curriculum spans several subject areas and cuts across national standards for STEM English and Social Studies; a 2-week unit developed by Clark HS teachers for their classes. Our teachers increased their content knowledge about climate change science. This is indicated in student evaluations of the on-line course ENV 794, and in the summer institute post test of content knowledge which included about 25 questions. There was improvement for our one focus

Climate change in the Pacific - is it real or not?

NASA Astrophysics Data System (ADS)

Kuleshov, Yuriy

2013-04-01

In this presentation, novel approaches and new ideas for students and young researchers to appreciate the importance of climate science are discussed. These approaches have been applied through conducting a number of training workshops in the Pacific Island Countries and teaching a course on climate change international law and climate change science at the University of the South Pacific (USP) - the first course on this type in the Pacific. Particular focus of this presentation is on broadening students' experience with application of web-based information tools for analysis of climatic extremes and natural hazards such as tropical cyclones. Over the past few years, significant efforts of Australian climate scientists have been dedicated to improving understanding of climate in the Pacific through the International Climate Change Adaptation Initiative (the Australian Government Initiative to assist with high priority climate adaptation needs in vulnerable countries in the Asia-Pacific region). The first comprehensive scientific report about the Pacific climate has been published in 2011, as an outcome of the Pacific Climate Change Science Program (PCCSP). A range of web-based information tools such as the Pacific Tropical Cyclone Data Portal, the Pacific Climate Change Data Portal and the Pacific Seasonal Climate Prediction Portal has been also developed through the PCCSP and the Pacific Adaptation Strategy Assistance Program. Currently, further advancement in seasonal climate prediction science and developing enhanced software tools for the Pacific is undertaken through the Theme 1 of the Pacific Australia Climate Change Science and Adaptation Planning (PACCSAP) Program. This new scientific knowledge needs to be transferred to students to provide them with true information about climate change and its impact on the Pacific Island Countries. Teachers and educators need their knowledge-base regularly updated and tools that will help their students critically

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

NASA Astrophysics Data System (ADS)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

Western Australian High School Students' Understandings about the Socioscientific Issue of Climate Change

ERIC Educational Resources Information Center

Dawson, Vaille

2015-01-01

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…

Climate Change Science: The Literacy of Geography Teachers in the Western Cape Province, South Africa

ERIC Educational Resources Information Center

Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter

2015-01-01

One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as…

Using Immersion to teach Global Climate Change

NASA Astrophysics Data System (ADS)

Sumners, C. T.; Handron, K.; Reiff, P. H.; Law, C. C.

2004-12-01

Students are increasingly jaded to programs that preach, and museums are increasingly finding it difficult to attract students who can retrieve information quickly from the internet or cable TV. A new medium of immersive theater can now engulf the viewer in the subject, bringing a novel view to the exciting new data sets and images now available. By telling a compelling story with characters they can identify with, global climate change can be experienced and its effects brought home in a dramatic and effective way. We have developed several shows highlighting climate change (Powers of Time, Secrets of the Dead Sea), and are developing new shows (Earth's Wild Ride, Earth in the Balance) which can be used to take the visitor into the past or into the future. Clips from the shows and evidence of their effectiveness as an educational tool for Earth science will be shown. If possible, our new portable dome system will be set up in the poster hall for longer live demos of our shows.

An Interdisciplinary Module on Regulating Carbon Emissions to Mitigate Climate Change

NASA Astrophysics Data System (ADS)

Penny, S.; Sethi, G.; Smyth, R.; Leibensperger, E. M.; Gervich, C.; Batur, P.

2016-12-01

The dynamics of the unfolding carbon regulatory process presents a unique and timely opportunity to teach students about the grand challenge brought by climate change and the importance of systems thinking and interdisciplinary problem solving. In this poster, we summarize our recently developed 4-week activity-based class module "Regulating Carbon Emissions to Mitigate Climate Change," which we have developed as part of the InTeGrate ("Interdisciplinary Teaching about Earth for a Sustainable Future") program. These materials are suitable for introductory non-majors, environmental sciences majors, and political science majors, and we have formally piloted in each of these settings. This module is truly interdisciplinary and spans topics such as the Supreme Court ruling in Massachusetts v. EPA, costs and benefits of carbon abatement, and climate sensitivity. We discuss the unique challenges (and rewards!) that we experienced teaching materials entirely outside one's expertise.

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre

Teaching Climate Change Using System Models: An Understanding Global Change Project Pilot Study

NASA Astrophysics Data System (ADS)

Bean, J. R.; Stuhlsatz, M.; Bracey, Z. B.; Marshall, C. R.

2017-12-01

Teaching and learning about historical and anthropogenic climate change in the classroom requires integrating instructional resources that address physical, chemical, and biological processes. The Understanding Global Change (UGC) framework and system models developed at the University of California Museum of Paleontology (UCMP) provide visualizations of the relationships and feedbacks between Earth system processes, and the consequences of anthropogenic activities on global climate. This schema provides a mechanism for developing pedagogic narratives that are known to support comprehension and retention of information and relationships. We designed a nine-day instructional unit for middle and high school students that includes a sequence of hands-on, inquiry-based, data rich activities combined with conceptual modeling exercises intended to foster students' development of systems thinking and their understanding of human influences on Earth system processes. The pilot unit, Sea Level Rise in the San Francisco Bay Area, addresses the human causes and consequences of sea level rise and related Earth system processes (i.e., the water cycle and greenhouse effect). Most of the content is not Bay Area specific, and could be used to explore sea level rise in any coastal region. Students completed pre and post assessments, which included questions about the connectedness of components of the Earth system and probed their attitudes towards participating in environmental stewardship activities. Students sequentially drew models representing the content explored in the activities and wrote short descriptions of their system diagrams that were collected by teachers for analysis. We also randomly assigned classes to engage in a very short additional intervention that asked students to think about the role that humans play in the Earth system and to draw themselves into the models. The study will determine if these students have higher stewardship scores and more frequently

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

NASA Astrophysics Data System (ADS)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

NASA Astrophysics Data System (ADS)

Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

2014-12-01

The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

Western Australian High School Students' Understandings about the Socioscientific Issue of Climate Change

NASA Astrophysics Data System (ADS)

Dawson, Vaille

2015-05-01

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.

College Students' Perceptions about the Plausibility of Human-Induced Climate Change

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.

2012-01-01

Overcoming students' misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate…

Teaching Climate Change Science to Undergradutes with Diverse & Digital Pedagogical Techniquees

NASA Astrophysics Data System (ADS)

Kauffman, C.; Brey, J. A.; Nugnes, K. A.; Weinbeck, R. S.; Geer, I. W.

2015-12-01

California University of Pennsylvania (CalUPA) is unique relative to other undergraduate geoscience programs in that their climate science offerings are varied and inter-woven into an existing meteorology degree program, which aligns with the guidelines established by the American Meteorological Society (AMS). In addition to the rigorous meteorological requirements, the program strives to increase students' climate literacy. At the introductory course level, students are required to use the educational resources offered by the AMS—specifically their weather and climate studies materials, which have recently transitioned to a digital format. The Earth Sciences Program at CalUPA recently incorporated these new digital resources into a climatology course with novel pedagogical variants. These teaching strategies were well received by students and may benefit other climatology courses at similar institutions. For example, students were tasked with expounding upon textbook content from 'Topic In Depth' segments; they were required to present tangential climate topics in a digital presentation. Moreover, students mined the scientific literature listed at the end of each chapter in the text to identify climate scientists immersed in social media. Students were then required to follow these scientists and engage each other within a social media platform. Finally, as a culminating experience, students were required to create digital portfolios (e.g., infographic) related to climate science and the AMS materials. This presentation will further detail CalUPA's climatological course offerings and detail how the AMS resources were connected to course requirements listed herein.

A Model for Collaborative Learning in Undergraduate Climate Change Courses

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2008-12-01

Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in

Students' Understanding of Sustainability and Climate Change across Linked Service-Learning Courses

ERIC Educational Resources Information Center

Coleman, Kimberly; Murdoch, James; Rayback, Shelly; Seidl, Amy; Wallin, Kimberly

2017-01-01

College and university faculty are increasingly being called upon to teach about sustainability. Many of these faculty members are incorporating content related to climate change because climate change is arguably the biggest threat to global sustainability. However, the concept of sustainability is complex, interdisciplinary, and potentially…

Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools

ERIC Educational Resources Information Center

Ho, Li-Ching; Seow, Tricia

2015-01-01

In this article, the authors investigate 6 Singaporean geography teachers' understandings of climate change education. The findings indicate that the participants held very different beliefs about the primary purposes of climate change education, in spite of the highly centralized national curriculum and the unambiguous state support for the…

Climate Change Science Teaching through Integration of Technology in Instruction and Research

NASA Astrophysics Data System (ADS)

Sriharan, S.; Ozbay, G.; Robinson, L.; Klimkowski, V.

2015-12-01

This presentation demonstrates the importance of collaborations between the institutions with common focus on offering the academic program on climate change science. Virginia State University (VSU) developed and established the course on climate change and adaptation, AGRI 350 for undergraduates, in cooperation with two HBCUs, Delaware State University (DSU) and Morgan State University (MSU). This program was developed to enhance the science curriculum with funding from the USDA NIFA. The hands-on research opportunities for students were supported by the NSF HBCU UP Supplement Grant at VSU. The technical guidance and lesson plans were available through the courtesy of the AMS and faculty/student team training at the NCAR. In the initial stages, the faculty members participated in faculty development workshops hosted by the AMS and NCAR. This contributed to trained faculty members developing the courses on Climate Change at VSU, DSU, and MSU. To create awareness of global climate change and exposure of students to international programs, seven students from VSU, MSU, and DSU participated in the Climate Change course (ENS 320) at the University of Sunshine Coast (USC), Australia. This international experience included faculty members in using SimCLIM for climate change data into decision-making with regard to potential changes to cropping systems and tree growth. The Climate Change program at VSU, DSU, and MSU is emerging into comprehensive academic program which includes use of case studies and exchange of students' reflections with their peers through discussion board and videoconferencing, hands-on research on water quality monitoring and mapping the study sites, and integration of geospatial technologies and i-Tree. In addition, the students' engagement in intensive research was conducted through hands-on experience with Scanning Electron Microscopy in the Marine Science Department, University of Hawaii at Hilo in summer 2015.

Emotions about Teaching about Human-Induced Climate Change

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.

2013-01-01

Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships…

Hands-on Materials for Teaching about Global Climate Change through Graph Interpretation

ERIC Educational Resources Information Center

Rule, Audrey C.; Hallagan, Jean E.; Shaffer, Barbara

2008-01-01

Teachers need to address global climate change with students in their classrooms as evidence for consequences from these environmental changes mounts. One way to approach global climate change is through examination of authentic data. Mathematics and science may be integrated by interpreting graphs from the professional literature. This study…

Environmental Progression: The Psychological Justification for Reframing Climate Change and Global Warming

NASA Astrophysics Data System (ADS)

Veldey, S. H.

2016-12-01

On-going research in climate science communication through environmental media has uncovered critical barriers to reducing denial and increasing agency in addressing the threat of climate change. Similar to framing of our changing environment as "global warming", the term "climate change" also fails to properly frame the most critical challenge our species has faced. In a set of preliminary studies, significant changes in climate crisis denial, both positive and negative, have resulted from different media messaging. Continuation of this research utilizes social judgement theory (SJT) to classify a broader spectrum of effective avenues for environmental communication. The specificity of the terms global warming and climate change limit inclusion of issues critical to understanding their impacts. Now that the masses know what climate change is, it's time to teach them what it means.

Animating the Discussion about Climate Change

NASA Astrophysics Data System (ADS)

Ratner, A.

2016-12-01

Abstract concepts such as climate change are extremely difficult for both students and adults to grasp. Given that many of these concepts involve issues at global scales or at a microscopic level, photos and video are simply insufficient much of the time. Through an innovative partnership between The Marine Mammal Center, a marine mammal hospital and education facility, and the California College of the Arts Animation Department, we have been able to provide animation students real-world experience in producing scientific animations, and the Center has been able to create an animated video highlighting the science of climate change and effects on marine mammals. Using the science direct from our veterinary and research teams, along with scientifically tested communication strategies related to climate change from the National Network of Ocean and Climate Change Interpretation and Frameworks Institute, this video enables us to teach students and adults of all ages these complex scientific concepts in a fun, engaging, and easily understandable way. Utilizing the skill set and expertise of the College professor as director (currently a lead animator at Pixar Animation), this video provided animation students critical experience in the animation field, exposure and engagement in a critical environmental issue, and an understanding of the opportunities available within the field of animation for educational and scientific purposes. This presentation will highlight the opportunities to utilize animation for educational purposes and provide resources surrounding climate change that could be beneficial to educators at their own organizations.

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated

The Heat is On! Confronting Climate Change in the Classroom

NASA Astrophysics Data System (ADS)

Bowman, R.; Atwood-Blaine, D.

2008-12-01

This paper discusses a professional development workshop for K-12 science teachers entitled "The Heat is On! Confronting Climate Change in the Classroom." This workshop was conducted by the Center for Remote Sensing of Ice Sheets (CReSIS), which has the primary goal to understand and predict the role of polar ice sheets in sea level change. The specific objectives of this summer workshop were two-fold; first, to address the need for advancement in science technology engineering and mathematics (STEM) education and second, to address the need for science teacher training in climate change science. Twenty-eight Kansas teachers completed four pre-workshop assignments online in Moodle and attended a one-week workshop. The workshop included lecture presentations by scientists (both face-to-face and via video-conference) and collaboration between teachers and scientists to create online inquiry-based lessons on the water budget, remote sensing, climate data, and glacial modeling. Follow-up opportunities are communicated via the CReSIS Teachers listserv to maintain and further develop the collegial connections and collaborations established during the workshop. Both qualitative and quantitative evaluation results indicate that this workshop was particularly effective in the following four areas: 1) creating meaningful connections between K-12 teachers and CReSIS scientists; 2) integrating distance-learning technologies to facilitate the social construction of knowledge; 3) increasing teachers' content understanding of climate change and its impacts on the cryosphere and global sea level; and 4) increasing teachers' self-efficacy beliefs about teaching climate science. Evaluation methods included formative content understanding assessments (via "clickers") during each scientist's presentation, a qualitative evaluation survey administered at the end of the workshop, and two quantitative evaluation instruments administered pre- and post- workshop. The first of these

Sixth-Grade Students' Progress in Understanding the Mechanisms of Global Climate Change

NASA Astrophysics Data System (ADS)

Visintainer, Tammie; Linn, Marcia

2015-04-01

Developing solutions for complex issues such as global climate change requires an understanding of the mechanisms involved. This study reports on the impact of a technology-enhanced unit designed to improve understanding of global climate change, its mechanisms, and their relationship to everyday energy use. Global Climate Change, implemented in the Web-based Inquiry Science Environment (WISE), engages sixth-grade students in conducting virtual investigations using NetLogo models to foster an understanding of core mechanisms including the greenhouse effect. Students then test how the greenhouse effect is enhanced by everyday energy use. This study draws on three data sources: (1) pre- and post-unit interviews, (2) analysis of embedded assessments following virtual investigations, and (3) contrasting cases of two students (normative vs. non-normative understanding of the greenhouse effect). Results show the value of using virtual investigations for teaching the mechanisms associated with global climate change. Interviews document that students hold a wide range of ideas about the mechanisms driving global climate change. Investigations with models help students use evidence-based reasoning to distinguish their ideas. Results show that understanding the greenhouse effect offers a foundation for building connections between everyday energy use and increases in global temperature. An impediment to establishing coherent understanding was the persistence of an alternative conception about ozone as an explanation for climate change. These findings illustrate the need for regular revision of curriculum based on classroom trials. We discuss key design features of models and instructional revisions that can transform the teaching and learning of global climate change.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

NASA Astrophysics Data System (ADS)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed

Experiential-Based Climate Change Education: Fostering Students' Knowledge and Motivation towards the Environment

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Mohd Ali Khan, Nur Sabrina

2017-01-01

Climate change is one of the most important environmental issues affecting our society today and we need to educate the citizens about the impact on human lives. An attempt was made to integrate experiential-based climate change education into the teaching and learning of secondary school Biology lessons on the topic of "Endangered…

Experience real-time climate change: Environmental education at Jamtal glacier.

NASA Astrophysics Data System (ADS)

Fischer, Andrea; Seiser, Bernd; Hartl, Lea; Bendler, Gebhard

2016-04-01

Kids hear about climate change in everyday news, but, unlike grown-ups, they find it much harder to imagine changes over decades, i.e. much longer than their own life span. So how to teach them the issues of climate change? Jamtalferner is an Alpine glacier with an ongoing mass balance monitoring programme started in 1988/89. Surveys of glacier length changes by the Austrian Alpine Club date back even longer, so that the glacier retreat after the Little Ice Age is well documented. As the glacier is easy to access, at just one hour's easy walk from the mountain hut, Jamtalferner was selected to compile materials on climate change for the use in schools and for preparing excursions for a hands-on confrontation with climate change and to give an impression of decadal changes. The materials will be available at www.umweltbildung-jamtal.info and include time series of photographs, maps, tables, background information and exercises.

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

NASA Astrophysics Data System (ADS)

Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-04-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants' reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.

Exploring the Multifaceted Topic of Climate Change in Our Changing Climate and Living With Our Changing Climate

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I. W.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2015-12-01

As the effects of climate change become more profound, climate literacy becomes increasingly important. The American Meteorological Society (AMS) responds to this need through the publication of Our Changing Climate and Living With Our Changing Climate. Both publications incorporate the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the USGCRP's Third National Climate Assessment. Topic In Depth sections appear throughout each chapter and lead to more extensive, multidisciplinary information related to various topics. Additionally, each chapter closes with a For Further Exploration essay, which addresses specific topics that complement a chapter concept. Web Resources, which encourage additional exploration of chapter content, and Scientific Literature, from which chapter content was derived can also be found at the conclusion of each chapter. Our Changing Climate covers a breadth of topics, including the scientific principles that govern Earth's climate system and basic statistics and geospatial tools used to investigate the system. Released in fall 2015, Living With Our Changing Climate takes a more narrow approach and investigates human and ecosystem vulnerabilities to climate change, the role of energy choices in affecting climate, actions humans can take through adaption, mitigation, and policy to lessen vulnerabilities, and psychological and financial reasons behind climate change denial. While Living With Our Changing Climate is intended for programs looking to add a climate element into their curriculum, Our Changing Climate is part of the AMS Climate Studies course. In a 2015 survey of California University of Pennsylvania undergraduate students using Our Changing Climate, 82% found it comfortable to read and utilized its interactive components and resources. Both ebooks illuminate the multidisciplinary aspect of climate change, providing the opportunity for a more sustainable future.

Lens on Climate Change (LOCC) - Engaging Diverse Secondary Students in Climate Science through Videography

NASA Astrophysics Data System (ADS)

Gold, Anne; Smith, Lesley; Leckey, Erin; Oonk, David; Woods, Melanie

2016-04-01

The impact of climate change is often discussed using examples from Polar Regions, such as decreasing polar bear populations, but significant changes are happening to local climates around the world. Climate change is often perceived as happening elsewhere, evoking a sense that others have to take action to mitigate climate change. Learning about climate change is very tangible for students when it addresses impacts they can observe close to their home. The Lens on Climate Change (LOCC) program engages students, ages 11to18 in producing short videos about climate change topics in Colorado, USA, specifically ones that are impacting students' lives and their local community. Participating schools are located in rural, suburban and urban Colorado many of which have diverse student populations often from socioeconomically disadvantaged backgrounds. Project staff recruits university graduate and undergraduate students to mentor the students in their research and video production. With the help of these mentors, student groups select and research climate topics, interview science experts and stakeholders, and produce short videos. The program aims to engage students in self-motivated research and learning about a climate topic. Furthermore, it serves as a way to spark students' interest in a career in science by matching them with college students for the program duration and bringing them to a university campus for a final screening event. For many of the students it is their first visit to a college campus. The LOCC project aims to connect secondary students, who otherwise would not have this opportunity, with college life and the scientific community. Evaluation results show that the process of video production is a powerful tool for the students to explore and learn about climate change topics. Students and teachers appreciate the unique approach to learning. The here presented approach of teaching science with videography in an active, self-directed style can easily

How Teachers' Beliefs About Climate Change Influence Their Instruction and Resulting Student Outcomes

NASA Astrophysics Data System (ADS)

Nation, M.; Feldman, A.; Smith, G.

2017-12-01

The purpose of the study was to understand the relationship between teachers' beliefs and understandings of climate change and their instructional practices to determine if and how they impact student outcomes. Limited research has been done in the area of teacher beliefs on climate change, their instruction, and resulting student outcomes. This study contributes to the greater understanding of teachers' beliefs and impact on climate change curriculum implementation. The study utilized a mixed methods approach to data collection and analysis. Data were collected in the form of classroom observations, surveys, and interviews from teachers and students participating in the study over a four-month period. Qualitative and quantitative findings were analyzed through thematic coding and descriptive analysis and compared in an effort to triangulate findings. The results of the study suggest teachers and students believe climate change is occurring and humans are largely to blame. Personal beliefs are important when teaching controversial topics, such as climate change, but participants maintained neutrality within their instruction of the topic, as not to appear biased or influence students' decisions about climate change, and avoid political controversy in the classroom. Overall, the study found teachers' level of understandings and beliefs about climate change had little impact on their instruction and resulting student outcomes. Based on the findings, simply adding climate change to the existing science curriculum is not sufficient for teachers or students. Teachers need to be better prepared about effective pedagogical practices of the content in order to effectively teach a climate-centered curriculum. The barriers that exist for the inclusion of teachers' personal beliefs need to be removed in order for teachers to assert their own personal beliefs about climate change within their classroom instruction. Administrators and stakeholders need to support science

Investigating Climate Change Issues With Web-Based Geospatial Inquiry Activities

NASA Astrophysics Data System (ADS)

Dempsey, C.; Bodzin, A. M.; Sahagian, D. L.; Anastasio, D. J.; Peffer, T.; Cirucci, L.

2011-12-01

In the Environmental Literacy and Inquiry middle school Climate Change curriculum we focus on essential climate literacy principles with an emphasis on weather and climate, Earth system energy balance, greenhouse gases, paleoclimatology, and how human activities influence climate change (http://www.ei.lehigh.edu/eli/cc/). It incorporates a related set of a framework and design principles to provide guidance for the development of the geospatial technology-integrated Earth and environmental science curriculum materials. Students use virtual globes, Web-based tools including an interactive carbon calculator and geologic timeline, and inquiry-based lab activities to investigate climate change topics. The curriculum includes educative curriculum materials that are designed to promote and support teachers' learning of important climate change content and issues, geospatial pedagogical content knowledge, and geographic spatial thinking. The curriculum includes baseline instructional guidance for teachers and provides implementation and adaptation guidance for teaching with diverse learners including low-level readers, English language learners and students with disabilities. In the curriculum, students use geospatial technology tools including Google Earth with embedded spatial data to investigate global temperature changes, areas affected by climate change, evidence of climate change, and the effects of sea level rise on the existing landscape. We conducted a designed-based research implementation study with urban middle school students. Findings showed that the use of the Climate Change curriculum showed significant improvement in urban middle school students' understanding of climate change concepts.

How Many Disciplines Does It Take to Tackle Climate Change?

NASA Astrophysics Data System (ADS)

Campbell, S.; Calderazzo, J.

2015-12-01

Through my involvement in two multidisciplinary climate change education and outreach projects, the website 100 Views of Climate Change and Changing Climates @ Colorado State, I have come to understand that just as this problem is everybody's business, almost everybody has something to contribute to understanding and dealing with it. This is certainly true of the academic disciplines represented on college campuses, where faculty from nearly every department have relevant things to teach their students: speakers in a climate-change lecture series we organized came from 27 departments in 8 colleges, plus numerous other campus and local entities, and more could have been included. As one convener of this AGU session, I have worked to include a good sample of these varied and complementary disciplinary perspectives. Inevitably, though, this sample leaves significant gaps in what would constitute a robust cross-campus climate literacy, and I will talk about some of these missing disciplinary perspectives and why they are important.

Heating up Climate Literacy Education: Understanding Teachers' and Students' Motivational and Affective Response to Climate Change

NASA Astrophysics Data System (ADS)

Sinatra, G. M.

2011-12-01

Changing students' ideas about controversial scientific issues, such as human-induced climate change, presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). First, climate science is complex and requires "systems thinking," or the ability to think and reason abstractly about emergent systems (Goldstone & Sakamoto, 2003). Appreciating the intricacies of complex systems and emergent processes has proven challenging for students (Chi, 2005). In addition to these challenges, there are specific misconceptions that may lead thinking astray on the issue of global climate change, such as the distinction between weather and climate (Lombardi & Sinatra, 2010). As an example, when students are asked about their views on climate change, they often recall individual storm events or very cold periods and use their personal experiences and recollections of short-term temperature fluctuations to assess whether the planet is warming. Beyond the conceptual difficulties, controversial topics offer another layer of challenge. Such topics are often embedded in complex socio-cultural and political contexts, have a high degree of uncertainty, and may be perceived by individuals as in conflict with their personal or religious beliefs (Levinson, 2006, Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2011). Individuals are often committed to their own views on socio-scientific issues and this commitment may serve as a motivation to actively resist new ideas (Dole & Sinatra, 1998). Individuals may also have strong emotions associated with their misconceptions (Broughton, Pekrun, & Sinatra, 2011). Negative emotions, misconceptions, and resistance do not make a productive combination for learning. Further, teachers who find human-induced climate change implausible have been shown to hold negative emotions about having to teach about climate change (Lombardi & Sinatra, in preparation), which could affect how they present the topic to students. In this

Incorporating Student Activities into Climate Change Education

NASA Astrophysics Data System (ADS)

Steele, H.; Kelly, K.; Klein, D.; Cadavid, A. C.

2013-12-01

Under a NASA grant, Mathematical and Geospatial Pathways to Climate Change Education, students at California State University, Northridge integrated Geographic Information Systems (GIS), remote sensing, satellite data technologies, and climate modelling into the study of global climate change under a Pathway for studying the Mathematics of Climate Change (PMCC). The PMCC, which is an interdisciplinary option within the BS in Applied Mathematical Sciences, consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for careers and Ph.D. programs in technical fields relevant to global climate change. Under this option students are exposed to the science, mathematics, and applications of climate change science through a variety of methods including hands-on experience with computer modeling and image processing software. In the Geography component of the program, ESRI's ArcGIS and ERDAS Imagine mapping, spatial analysis and image processing software were used to explore NASA satellite data to examine the earth's atmosphere, hydrosphere and biosphere in areas that are affected by climate change or affect climate. These technology tools were incorporated into climate change and remote sensing courses to enhance students' knowledge and understanding of climate change through hands-on application of image processing techniques to NASA data. Several sets of exercises were developed with specific learning objectives in mind. These were (1) to increase student understanding of climate change and climate change processes; (2) to develop student skills in understanding, downloading and processing satellite data; (3) to teach remote sensing technology and GIS through applications to climate change; (4) to expose students to climate data and methods they can apply to solve real world problems and incorporate in future research projects. In the Math and Physics components of the course, students learned about

Climate Change

MedlinePlus

... in a place over a period of time. Climate change is major change in temperature, rainfall, snow, or ... by natural factors or by human activities. Today climate changes are occurring at an increasingly rapid rate. Climate ...

Civic Engagement about Climate Change: A Case Study of Three Educators and Their Practice

ERIC Educational Resources Information Center

Chandler, Thomas; Marri, Anand R.

2012-01-01

This collective case study examined how three educators (a high school social studies teacher, a university social studies teacher educator, and minister teaching an adult population) used a multimedia based curriculum guide, "Teaching the Levees", to teach about climate change to examine public priorities in relation to the environment.…

Climate change 101 : understanding and responding to global climate change

DOT National Transportation Integrated Search

2009-01-01

To inform the climate change dialogue, the Pew Center on Global Climate Change and the Pew Center on the States have developed a series of brief reports entitled Climate Change 101: Understanding and Responding to Global Climate Change. These reports...

Murals as Models: Supporting NGSS three-dimensional teaching in climate change educator professional learning

NASA Astrophysics Data System (ADS)

Rogers, M. J. B.; Petrone, C.; Merrick, B. A.; Drewes, A.

2017-12-01

The current shift in K-12 science education is towards a teaching and learning approach in which students actively do and experience science in a deep, meaningful way while being fully active in their learning. For students and teachers who have not experienced this approach, this shift is difficult without scaffolding. Professional learning for educators must allow teachers to experience this approach and reflect on their experience. We share an example from our 2017 K-12 Climate Change Academy in which educators created and modified murals of Earth's climate system while investigating ecosystem interactions, the carbon cycle, energy flow, and human impacts. The Academy constituted an online component followed by three consecutive in person days. The mural activity served as a framework. The first mural modeling occurred online. A1: Take a photo of an outdoor landscape. Annotate it with elements of Earth's atmosphere, biosphere, geosphere, hydrosphere and indicate energy flow, carbon cycling, and the processes driving these. Activities 2-6 were employed throughout the in person days. A2: Small groups create 2D, mural sized models of Earth's climate system. A3: Groups use carbon themed cards to document naturally occurring and human-influenced aspects of the carbon cycle on their models. A4-5: Teams add climate change impacts and possible mitigation/adaptation responses to murals. A6: Ongoing throughout, team members modify models as needed based on learning. Throughout the Academy, participants were able to experience the activities as students. As Academy facilitators, we modeled how educators could use these models in their classrooms. We used A1 submissions as a formative assessment tool and also as a guide for forming groups for the first in person mural. A2 was used as a small group icebreaker, serving as a bridge between the online and in person sessions both for community building and for providing peer support in knowledge building. A3-A5 allowed for

Improving Climate Change Communication Skills through Community Outreach

NASA Astrophysics Data System (ADS)

Hanrahan, J.

2015-12-01

While many undergraduate Atmospheric Science departments are expanding their curriculums to focus on the science of climate change, often overlooked is the need to educate students about how this topic can be effectively communicated to others. It has become increasingly difficult for young scientists to comfortably discuss this polarizing topic with people outside of the classroom. To address this, Atmospheric Science faculty at Lyndon State College are providing undergraduate students the opportunity to practice this important skill by reaching out to the local community. Over the past year, students have been meeting regularly to discuss climate change and its impacts, and to present this information to the general public at local schools and organizations. The group was organized with the primary goal of teaching undergraduate students about effective ways to communicate basic climate science to nonscientists, but to also improve public understanding of anthropogenic climate change while starting a conversation among young people in the community. We will identify lessons learned after one year, discuss effective strategies, and summarize student feedback.

The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study

NASA Astrophysics Data System (ADS)

Tasquier, Giulia; Pongiglione, Francesca

2017-09-01

Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people's behavioural response. They claim, indeed, that in some cases scientific literacy can even obstruct behavioural response instead. However, recent surveys show a rather poor understanding of climate dynamics and argue that lack of knowledge about causal relationships within climate dynamics can hinder behavioural response, since the individual is not able to understand his/her role as causal agent and therefore doesn't know how to take proper action. This study starts from the hypothesis that scientific knowledge focused on clarifying climate dynamics can make people understand not only dynamics themselves, but also their interactive relationship with the environment. Teaching materials on climate change based on such considerations were designed and implemented in a course for secondary-school students with the aim of investigating whether this kind of knowledge had an influence on students' willingness to adopt pro-environmental behaviours. Questionnaires were delivered for testing the effect of the teaching experience on knowledge and behaviour.

Undergraduate Students' Conceptions of Natural and Anthropogenic Climate Change

NASA Astrophysics Data System (ADS)

Trenbath, K. L.

2011-12-01

Scientists and educators strive to improve climate literacy throughout society, whether through communication of research findings or though classroom teaching. Despite these efforts, climate change misconceptions exist in students and the general public. When educators present evidence that contradicts misconceptions, students may begin to struggle with their inaccurate ideas and perhaps transition towards a scientifically-accepted understanding. These transitions, called conceptual change, can occur in college climate change courses. The purpose of this presentation is to describe college students' ideas of natural and anthropogenic climate change and the way these ideas change throughout a climate change course. This presentation is based on five case studies of undergraduate students in a large lecture-hall course dedicated to climate change. Each case study student represents a different level of climate change understanding at the beginning of the semester. These case studies and subsequent cross-case analyses result from a qualitative research study using interviews, field notes, artifact analysis, coding and categorization, and research memos. The cases show shifts in all five students' ideas of natural and anthropogenic climate change. During the first month of class, the three lower achieving students expressed uncertainty about the increase in average global temperatures due to anthropogenic climate change. At the end of the semester, these students explained that warming from climate change is natural, yet the rate of this warming is increasing due to human activities. Two of the lower achieving students constructed definitions of climate change different than the definition used by the professor in the classroom. These students solidified the idea that the term "climate change" describes the change that results from natural forcings only, while the term "global warming" describes change in the climate that results from human-caused forcings. Their

Climate change velocity underestimates climate change exposure in mountainous regions

Treesearch

Solomon Z. Dobrowski; Sean A. Parks

2016-01-01

Climate change velocity is a vector depiction of the rate of climate displacement used for assessing climate change impacts. Interpreting velocity requires an assumption that climate trajectory length is proportional to climate change exposure; longer paths suggest greater exposure. However, distance is an imperfect measure of exposure because it does not...

Making the Earth to Life Connection Using Climate Change

NASA Astrophysics Data System (ADS)

Haine, D. B.; Berbeco, M.

2016-12-01

From ocean acidification to changes in air quality to shifts in the range of disease vectors, there are many opportunities for educators to make the earth science to life science connection by incorporating the impacts of climate change on organisms and entire ecosystems and by describing how living organisms impact climate. NCSE's study in Science found that 86% of life science teachers are teaching climate, but few admit they have any formal climate science training. This session will introduce activities we developed that utilize the 2014 National Climate Assessment, data visualizations, technology tools and models to allow students to explore the evidence that climate change is impacting life. Translating the NCA into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Using the NCA and the NGSS we demonstrate strategies for weaving the concept of climate change into an already packed life science curriculum by enhancing rather than displacing content and ultimately promoting integration of science and engineering practices into instruction. Since the fall of 2014 we have engaged approximately 200 K-12 educators at local, state, regional and national teacher professional development events. Here we will summarize what we have learned from science teachers about how they address life science impacts of climate change and we will summarize evaluation data to inform future efforts to engage life science educators in light of the recent USGCRP Climate and Health Assessment and the upcoming 4th National Climate Assessment.

Sink or Swim: The Climate for Teaching as Viewed by Award-Winning Teachers

ERIC Educational Resources Information Center

Smith, Justin M.

2013-01-01

This study explores the climate for teaching at a major Midwest research university. Teaching climate is generally defined as the shared perceptions of current organizational processes that affect the institutional environment for teaching (Peterson et al., 1991; Tagiuri, 1968). Three types of distinguished teaching awards were used to select…

Climate change velocity underestimates climate change exposure in mountainous regions

PubMed Central

Dobrowski, Solomon Z.; Parks, Sean A.

2016-01-01

Climate change velocity is a vector depiction of the rate of climate displacement used for assessing climate change impacts. Interpreting velocity requires an assumption that climate trajectory length is proportional to climate change exposure; longer paths suggest greater exposure. However, distance is an imperfect measure of exposure because it does not quantify the extent to which trajectories traverse areas of dissimilar climate. Here we calculate velocity and minimum cumulative exposure (MCE) in degrees Celsius along climate trajectories for North America. We find that velocity is weakly related to MCE; each metric identifies contrasting areas of vulnerability to climate change. Notably, velocity underestimates exposure in mountainous regions where climate trajectories traverse dissimilar climates, resulting in high MCE. In contrast, in flat regions velocity is high where MCE is low, as these areas have negligible climatic resistance to movement. Our results suggest that mountainous regions are more climatically isolated than previously reported. PMID:27476545

Climate change

USGS Publications Warehouse

Cronin, Thomas M.

2016-01-01

Climate change (including climate variability) refers to regional or global changes in mean climate state or in patterns of climate variability over decades to millions of years often identified using statistical methods and sometimes referred to as changes in long-term weather conditions (IPCC, 2012). Climate is influenced by changes in continent-ocean configurations due to plate tectonic processes, variations in Earth’s orbit, axial tilt and precession, atmospheric greenhouse gas (GHG) concentrations, solar variability, volcanism, internal variability resulting from interactions between the atmosphere, oceans and ice (glaciers, small ice caps, ice sheets, and sea ice), and anthropogenic activities such as greenhouse gas emissions and land use and their effects on carbon cycling.

Learning and Teaching Climate Science: The Perils of Consensus Knowledge Using Agnotology

ERIC Educational Resources Information Center

Legates, David R.; Soon, Willie; Briggs, William M.

2013-01-01

Agnotology has been defined in a variety of ways including "the study of ignorance and its cultural production" and "the study of how and why ignorance or misunderstanding exists." More recently, however, it has been posited that agnotology should be used in the teaching of climate change science. But rather than use agnotology…

Mainstreaming Climate Change Into Geosciences Curriculum of Tertiary Educational Systems in Ghana

NASA Astrophysics Data System (ADS)

Nyarko, B. K.

2015-12-01

The impact of Climate Change has a far-reaching implication for economies and people living in the fragile Regions of Africa analysts project that by 2020, between 75 million and 250 million people will be exposed various forms of Climate Change Stresses. Education as a key strategy identified under Agenda 21 has been incorporated into the efforts of various educational institutions as a means of mitigating climate change and enhancing sustainability. Climate Change education offers many opportunities and benefits for educators, researchers, learners, and for wider society, but there are also many challenges, which can hinder the successful mainstreaming of climate change education. The study aims at understanding barriers for Climate Change Education in selected tertiary institutions in Ghana. The study was conducted among Geoscience Departments of the 7 main public universities of Ghana and also juxtapose with the WASCAL graduate school curriculum. The transcript analysis identified issues that hinders the mainstreaming of Climate Change, these includes existing levels of knowledge and understanding of the concept of climate change, appreciating the threshold concepts, ineffective teaching of Climate Change and some Departments are slow in embracing Climate Change as a discipline. Hence to develop strategies to mainstream climate change education it is important to recognize that increasing the efficiency and delivery of Climate Change education requires greater attention and coordination of activities and updating the educators knowledge and skill's. Institutions and Educator should be encouraged to undertake co-curricula activities and finding ways to make Climate Change education practical.

Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

Lombarts, Kiki M J M H; Heineman, Maas Jan; Scherpbier, Albert J J A; Arah, Onyebuchi A

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively

Creating a Learning Community for Solutions to Climate Change

NASA Astrophysics Data System (ADS)

Bloom, A. J.; Benedict, B. A.; Blockstein, D. E.; Hassenzahl, D. M.; Hunter, A.; Jorgensen, A. D.; Pfirman, S. L.

2011-12-01

The rapidly evolving and interdisciplinary nature of climate change presents a challenge to colleges and universities as they seek to educate undergraduate students. To address this challenge, the National Council for Science and the Environment (NCSE) with NSF funding is creating a nationwide cyber-enabled learning community called CAMEL (Climate, Adaptation, and Mitigation e-Learning). CAMEL engages experts in science, policy and decision-making, education, and assessment in the production of a virtual toolbox of curricular resources designed for teaching climate change causes, consequences, and solutions. CAMEL is: ? Developing cyberinfrastructure that supports and promotes the creation of materials and community; ? Generating materials for the Encyclopedia of Earth, a site averaging 50,000 views per day; ? Ensuring that materials developed and shared are founded on the best available scientific information and follow the most appropriate educational practices; ? Assisting faculty at institutions of higher education across the United States as they create, improve, test, and share resources for teaching students not only how to diagnose climate change problems, but also to identify and effect solutions; ? Evaluating the determinants of successful community building using cybermedia. The community and resultant content range from general education to upper division courses for students in a variety of majors. At the center of the community are the 160 colleges and universities represented in NCSE's Council of Environmental Deans and Directors. Members of this group represent recognized expertise in virtually all areas of this project. A team with substantial experience with evaluating innovative initiatives in STEM education is administering the evaluation component.

Measuring and Improving the Climate for Teaching: A Multi-Year Study

ERIC Educational Resources Information Center

Lyon, Julie S.; Gettman, Hilary J.; Roberts, Scott P.; Shaw, Cynthia E.

2015-01-01

All organizations have "climates" that significantly affect their employees' performance and satisfaction. The authors posit that an academic department's "climate for teaching" (CFT)--or the the extent to which excellent teaching is rewarded, supported, and expected--has a profound impact on the experience of its instructors…

Social Justice Is in the Air: Teaching Climate Change and Air Pollution with Scientific and Social Inquiry

NASA Astrophysics Data System (ADS)

Hahnenberger, M.

2014-12-01

The intersection of environmental with social problems is a growing area of concern for scientists, policy makers, and citizens. Climate change and air pollution are two current environmental issues holding the public's attention which require collaboration of all stakeholders to create meaningful solutions. General education science courses are critical venues to engage students in the intersection of science with society. Effective teaching methods for these intersections include case studies, gallery walks, and town hall meetings. A case study from California explores how air quality has greatly improved in Los Angeles in the past 20 years, however residents of neighborhoods with lower socioeconomic status are still exposed to high levels of air pollutants. Students analyze scientific and health data to develop understanding and expertise in the problem, and are then tasked with developing a cost-benefit analysis of solutions. Gallery walks can be used to connect natural phenomena, such as hurricanes and severe weather, with their human impacts. Students bring their personal experiences with disasters and recovery to analyze how societies should deal with the changing climate and weather risks in their region, the country, or across the world. Town hall meetings allow students to gain expertise and perspective while embodying a role as a particular stakeholder in a climate mitigation or adaptation issue. A successful application of this method is a discussion of whether a resort community should be rebuilt on a barrier island after being destroyed in a category 3 hurricane. Stakeholders which students take on as roles have included climate scientists, homeowners, emergency managers, meteorologists, and others. Including distinct connections to social issues in introductory science courses helps students to not only engage with the material in a deeper way, but also helps to create critical thinkers who will become better citizens for tomorrow.

Climate change: could it help develop 'adaptive expertise'?

PubMed

Bell, Erica; Horton, Graeme; Blashki, Grant; Seidel, Bastian M

2012-05-01

Preparing health practitioners to respond to the rising burden of disease from climate change is emerging as a priority in health workforce policy and planning. However, this issue is hardly represented in the medical education research. The rapidly evolving wide range of direct and indirect consequences of climate change will require health professionals to have not only broad content knowledge but also flexibility and responsiveness to diverse regional conditions as part of complex health problem-solving and adaptation. It is known that adaptive experts may not necessarily be quick at solving familiar problems, but they do creatively seek to better solve novel problems. This may be the result of an acquired approach to practice or a pathway that can be fostered by learning environments. It is also known that building adaptive expertise in medical education involves putting students on a learning pathway that requires them to have, first, the motivation to innovatively problem-solve and, second, exposure to diverse content material, meaningfully presented. Including curriculum content on the health effects of climate change could help meet these two conditions for some students at least. A working definition and illustrative competencies for adaptive expertise for climate change, as well as examples of teaching and assessment approaches extrapolated from rural curricula, are provided.

Climate Change and Sustainability Open Educational Resources: Lessons learned and challenges to tackle

NASA Astrophysics Data System (ADS)

Robinson, Zoe; Whitfield, Stephen; Gertisser, Ralf; Krause, Stefan; McKay, Deirdre; Pringle, Jamie; Szkornik, Katie; Waller, Richard

2010-05-01

The UK's Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES) is currently running a project entitled ‘C-Change in GEES: Open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences' as part of a national Open Educational Resource project. The C-Change project aims to explore the challenges involved in ‘repurposing' existing teaching materials on the topics of climate change and sustainability to make them open access. This project has produced an open access resource of diverse climate change and sustainability-related teaching materials across the subjects of Geography, Earth and Environmental Sciences. The process of repurposing existing face-to-face teaching resources requires consideration of a wide variety of issues including the Intellectual Property Rights (IPR) associated with images and other material included in the teaching resources, in addition to issues of quality, accessibility and usability of resources. Open access education is an issue that will have implications across the whole of the organizational structure of a university, from legal advisors with commitments to University research and enterprise activities, to the academics wishing to produce open access resources, through to all levels of senior management. The attitudes, concerns and openness to Open Educational Resources of stakeholders from all positions within a HE institution will have implications for the participation of that institution within the OER movement. The many barriers to the whole-scale adoption of Open Educational Resources within the UK Higher Education system and the willingness of UK Higher Education Institutions to engage in the OER movement include institutional perspectives on the IPR of teaching materials developed by members of staff within the institution and financial viability, in addition to more sceptical attitudes of potential contributors. Keele University is

Climate Change Policy

NASA Astrophysics Data System (ADS)

Jepma, Catrinus J.; Munasinghe, Mohan; Bolin, Foreword By Bert; Watson, Robert; Bruce, James P.

1998-03-01

There is increasing scientific evidence to suggest that humans are gradually but certainly changing the Earth's climate. In an effort to prevent further damage to the fragile atmosphere, and with the belief that action is required now, the scientific community has been prolific in its dissemination of information on climate change. Inspired by the results of the Intergovernmental Panel on Climate Change's Second Assessment Report, Jepma and Munasinghe set out to create a concise, practical, and compelling approach to climate change issues. They deftly explain the implications of global warming, and the risks involved in attempting to mitigate climate change. They look at how and where to start action, and what organization is needed to be able to implement the changes. This book represents a much needed synopsis of climate change and its real impacts on society. It will be an essential text for climate change researchers, policy analysts, university students studying the environment, and anyone with an interest in climate change issues. A digestible version of the IPCC 1995 Economics Report - written by two of IPCC contributors with a Foreword by two of the editors of Climate Change 1995: Economics of Climate Change: i.e. has unofficial IPCC approval Focusses on policy and economics - important but of marginal interest to scientists, who are more likely to buy this summary than the full IPCC report itself Has case-studies to get the points across Separate study guide workbook will be available, mode of presentation (Web or book) not yet finalized

Cinematic climate change, a promising perspective on climate change communication.

PubMed

Sakellari, Maria

2015-10-01

Previous research findings display that after having seen popular climate change films, people became more concerned, more motivated and more aware of climate change, but changes in behaviors were short-term. This article performs a meta-analysis of three popular climate change films, The Day after Tomorrow (2005), An Inconvenient Truth (2006), and The Age of Stupid (2009), drawing on research in social psychology, human agency, and media effect theory in order to formulate a rationale about how mass media communication shapes our everyday life experience. This article highlights the factors with which science blends in the reception of the three climate change films and expands the range of options considered in order to encourage people to engage in climate change mitigation actions. © The Author(s) 2014.

Managing climate change refugia for climate adaptation

USGS Publications Warehouse

Morelli, Toni L.; Jackson, Stephen T.

2016-01-01

Refugia have long been studied from paleontological and biogeographical perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, here defined as areas relatively buffered from contemporary climate change over time that enable persistence of valued physical, ecological, and socio-cultural resources. We differentiate historical and contemporary views, and characterize physical and ecological processes that create and maintain climate change refugia. We then delineate how refugia can fit into existing decision support frameworks for climate adaptation and describe seven steps for managing them. Finally, we identify challenges and opportunities for operationalizing the concept of climate change refugia. Managing climate change refugia can be an important option for conservation in the face of ongoing climate change.

Managing Climate Change Refugia for Climate Adaptation.

PubMed

Morelli, Toni Lyn; Daly, Christopher; Dobrowski, Solomon Z; Dulen, Deanna M; Ebersole, Joseph L; Jackson, Stephen T; Lundquist, Jessica D; Millar, Constance I; Maher, Sean P; Monahan, William B; Nydick, Koren R; Redmond, Kelly T; Sawyer, Sarah C; Stock, Sarah; Beissinger, Steven R

2016-01-01

Refugia have long been studied from paleontological and biogeographical perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, here defined as areas relatively buffered from contemporary climate change over time that enable persistence of valued physical, ecological, and socio-cultural resources. We differentiate historical and contemporary views, and characterize physical and ecological processes that create and maintain climate change refugia. We then delineate how refugia can fit into existing decision support frameworks for climate adaptation and describe seven steps for managing them. Finally, we identify challenges and opportunities for operationalizing the concept of climate change refugia. Managing climate change refugia can be an important option for conservation in the face of ongoing climate change.

Managing Climate Change Refugia for Climate Adaptation

PubMed Central

Daly, Christopher; Dobrowski, Solomon Z.; Dulen, Deanna M.; Ebersole, Joseph L.; Jackson, Stephen T.; Lundquist, Jessica D.; Millar, Constance I.; Maher, Sean P.; Monahan, William B.; Nydick, Koren R.; Redmond, Kelly T.; Sawyer, Sarah C.; Stock, Sarah; Beissinger, Steven R.

2016-01-01

Refugia have long been studied from paleontological and biogeographical perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, here defined as areas relatively buffered from contemporary climate change over time that enable persistence of valued physical, ecological, and socio-cultural resources. We differentiate historical and contemporary views, and characterize physical and ecological processes that create and maintain climate change refugia. We then delineate how refugia can fit into existing decision support frameworks for climate adaptation and describe seven steps for managing them. Finally, we identify challenges and opportunities for operationalizing the concept of climate change refugia. Managing climate change refugia can be an important option for conservation in the face of ongoing climate change. PMID:27509088

Florida-focused climate change lesson demonstrations from the ASK Florida global and regional climate change professional development workshops

NASA Astrophysics Data System (ADS)

Weihs, R. R.

2013-12-01

evaluate retention of knowledge as well as clarification and reinforcement of topics. Another featured activity is 'Climate Change Scenario' in which teachers roll play as groups from various facets of local government, who decide how to deal with a given climate change scenario in the Miami-Dade county area. This activity demonstrates the complexities of negotiations that policy makers must make for the greater good of the local economy and ecology. Finally, we highlight activities that utilize online resources for both scientific information and pedagogical strategies for teaching climate change at the middle school level. Such resources include MYNASADATA, hurricane tracking websites, other scientist-vetted climate change lessons, and outreach events like NOAA's Adopt-a-drifter. These activities are highlighted for other scientists, educators, and professional development groups in the hopes that they will inspire further collaboration and further commitment to enhancing climate change education for our nation's youth.

Teaching in the Age of Humans: Helping Students Think about Climate Change

ERIC Educational Resources Information Center

Smith, Grinell

2017-01-01

To convey the magnitude and rapidity of current climate change and the severity of predictions for the next century, I present essential climate science information using four key sets of data and contextualize that information with personal anecdotes. I then consider the reasons for the large gap between the scientific consensus about…

Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

ERIC Educational Resources Information Center

Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

2016-01-01

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was…

The Changing Climate.

ERIC Educational Resources Information Center

Schneider, Stephen H.

1989-01-01

Discusses the global change of climate. Presents the trend of climate change with graphs. Describes mathematical climate models including expressions for the interacting components of the ocean-atmosphere system and equations representing the basic physical laws governing their behavior. Provides three possible responses on the change. (YP)

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies

Managing Climate Change Refugia for Climate Adaptation ...

EPA Pesticide Factsheets

The concept of refugia has long been studied from theoretical and paleontological perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, locations that may be unusually buffered from climate change effects so as to increase persistence of valued resources. Here we distinguish between paleoecological and contemporary viewpoints, characterize physical and ecological processes that create and maintain climate change refugia, summarize the process of identifying and mapping them, and delineate how refugia can fit into the existing framework of natural resource management. We also suggest three primary courses of action at these sites: prioritization, protection, and propagation. Although not a panacea, managing climate change refugia can be an important adaptation option for conserving valuable resources in the face of ongoing and future climate change. “In a nutshell” (100 words) • Climate change refugia are defined as areas relatively buffered from contemporary climate change, enabling persistence of valued physical, ecological, and cultural resources. • Refugia can be incorporated as key components of a climate adaptation strategy because their prioritization by management may enable their associated resources to persist locally and eventually spread to future suitable habitat. • Steps for

The climate change-infectious disease nexus: is it time for climate change syndemics?

PubMed

Heffernan, Claire

2013-12-01

Conceptualizing climate as a distinct variable limits our understanding of the synergies and interactions between climate change and the range of abiotic and biotic factors, which influence animal health. Frameworks such as eco-epidemiology and the epi-systems approach, while more holistic, view climate and climate change as one of many discreet drivers of disease. Here, I argue for a new paradigmatic framework: climate-change syndemics. Climate-change syndemics begins from the assumption that climate change is one of many potential influences on infectious disease processes, but crucially is unlikely to act independently or in isolation; and as such, it is the inter-relationship between factors that take primacy in explorations of infectious disease and climate change. Equally importantly, as climate change will impact a wide range of diseases, the frame of analysis is at the collective rather than individual level (for both human and animal infectious disease) across populations.

Remediating Misconception on Climate Change among Secondary School Students in Malaysia

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Roth, Wolff-Michael; Chandrakesan, Kasturi

2015-01-01

Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…

Imagining the future: The Power of Climate Change Fiction

NASA Astrophysics Data System (ADS)

Buhr Sullivan, S. M.; Kellagher, E.; Poppleton, K. L.

2013-12-01

Fiction has galvanized the public imagination around societal concerns throughout US history, on issues including slavery, worker abuse and animal cruelty. A growing body of fiction concerned with climate change, 'cli-fi', provides the opportunity for students to engage with climate science in more visceral and affective ways. The Inspiring Climate Education Excellence (ICEE) project ran a climate and energy book club from Spring 2012 through Winter 2013, in which educators, scientists and writers participated. The fictional works were intended for audiences ranging from youth through adult, with themes of dystopia, renewal, hope, oppression, and innovation. This presentation will describe the benefits, opportunities and caveats of using these works within science teaching contexts, highlight some of the works which stood out from the rest and provide an annotated bibliography of books which were included or considered.

Raising Students' Perception of the Relevance of Science Teaching and Promoting Communication and Evaluation Capabilities Using Authentic and Controversial Socio-Scientific Issues in the Framework of Climate Change

ERIC Educational Resources Information Center

Feierabend, Timo; Eilks, Ingo

2010-01-01

This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient themselves along the socio-critical, problem-oriented approach to science teaching. They deal with the use of bioethanol as an alternative fuel and with the…

Bahamians and Climate Change: An Analysis of Risk Perception and Climate Change Literacy

NASA Astrophysics Data System (ADS)

Neely, R.; Owens, M. A.

2011-12-01

The Commonwealth of the Bahamas is forecasted to be adversely impacted by the effects of climate change. This presentation will present the results of an assessment of the risk perception toward climate change and climate change literacy among Bahamians. 499 Bahamians from the health care and hospitality industries participated in surveys and/or focus groups and three (3) areas of climate change literacy (attitude, behavior and knowledge) were analyzed as well as risk perception. In general, 1) Bahamians demonstrated an elementary understanding of the underlying causes of climate change, 2) possessed positive attitudes toward adopting new climate change policies, and 3) are already adjusting their behaviors in light of the current predictions. This research also resulted in the development of a model of the relationships between the climate literacy subscales (attitude, behavior and knowledge) and risk perception. This study also examined information sources and their impacts on climate change literacy. As the source of information is important in assessing the quality of the information, participants also identified the source(s) of most of their climate change information. The TV news was cited as the most common source for climate change information among Bahamians. As there is limited active research generating specific climate change information in the Bahamas, all the information Bahamians receive as it pertains to climate change is generated abroad. As a result, Bahamians must decipher through to make sense of it on an individual level. From the focus groups, many of the participants have been able to view possible changes through a cultural lens and are willing to make adjustments to maintain the uniqueness and viability of the Bahamas and to preserve it for generations. Continued study of Bahamians' climate change literacy will inform adaption and mitigation policy as well as individual action.

Collegial Climate and Novice Teachers' Intent to Remain Teaching

ERIC Educational Resources Information Center

Pogodzinski, Ben; Youngs, Peter; Frank, Kenneth A.

2013-01-01

Using survey data from novice teachers across 99 schools, we estimated multilevel regressions to identify the association between novices' intent to remain teaching within their schools and their perceptions of the collegial climate. The results suggest that novice teachers who perceive a more positive collegial climate marked by higher degrees…

Changing teaching techniques and adapting new technologies to improve student learning in an introductory meteorology and climate course

NASA Astrophysics Data System (ADS)

Cutrim, E. M.; Rudge, D.; Kits, K.; Mitchell, J.; Nogueira, R.

2006-06-01

Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV). The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement), suggest student learning has been positively influenced. This study is supported by three grants: NSF grant No. 0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two

NASA NDATC Global Climate Change Education Initiative

NASA Astrophysics Data System (ADS)

Bennett, B.; Wood, E.; Meyer, D.; Maynard, N.; Pandya, R. E.

2009-12-01

This project aligns with NASA’s Strategic Goal 3A - “Study Earth from space to advance scientific understanding and meet societal needs and focuses on funding from the GCCE Funding Category 2: Strengthen the Teaching and Learning About Global Climate Change Within Formal Education Systems. According to the Intergovernmental Panel on Climate Change Report (2007) those communities with the least amount of resources will be most vulnerable, and least likely to adapt to the impacts brought on by a changing climate. Further, the level of vulnerability of these communities is directly correlated with their ability to implement short, medium and long range mitigation measures. The North Dakota Association of Tribal Colleges (NDATC) has established a climate change education initiative among its six member Tribal Colleges and Universities (TCUs). The goal of this project is to enhance the TCUs capacity to educate their constituents on the science of climate change and mitigation strategies specifically as they apply to Indian Country. NDATC is comprised of six American Indian tribally chartered colleges (TCUs) which include: Cankdeska Cikana Community College, serving the Spirit Lake Dakota Nation; Fort Berthold Community College, serving the Mandan, Hidatsa, and Arikara Nation; Sitting Bull College, serving the Hunkpapa Lakota and Dakota Nation; Turtle Mountain Community College, serving the Turtle Mountain Band of Chippewa; Sisseton Wahpeton College serving the Sisseton and Wahpeton Dakota Nation, and United Tribes Technical College, serving over 70 Tribal groups from across the United States. The purpose of this project is to (1) increase awareness of climate change and its potential impacts in Indian Country through education for students, faculty and presidents of the TCUs as well as Tribal leadership; (2) increase the capacity of TCUs to respond to this global threat on behalf of tribal people; (3) develop climate change mitigation strategies relevant to Indian

Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

2011-12-01

Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom

Climate change. Accelerating extinction risk from climate change.

PubMed

Urban, Mark C

2015-05-01

Current predictions of extinction risks from climate change vary widely depending on the specific assumptions and geographic and taxonomic focus of each study. I synthesized published studies in order to estimate a global mean extinction rate and determine which factors contribute the greatest uncertainty to climate change-induced extinction risks. Results suggest that extinction risks will accelerate with future global temperatures, threatening up to one in six species under current policies. Extinction risks were highest in South America, Australia, and New Zealand, and risks did not vary by taxonomic group. Realistic assumptions about extinction debt and dispersal capacity substantially increased extinction risks. We urgently need to adopt strategies that limit further climate change if we are to avoid an acceleration of global extinctions. Copyright © 2015, American Association for the Advancement of Science.

Lifelines for High School Climate Change Education

NASA Astrophysics Data System (ADS)

Gould, A. D.

2012-12-01

The Lifelines project aims to establish a network of practicing high school teachers actively using climate change curricula by creating professional learning communities (PLCs) of teachers who, through remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies. The project explores techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development — practicing what we preach. To date, Lifelines PLCs have set up websites and e-mail lists for sharing information. Teleconferences and webinars have been held using services such as Skype, ReadyTalk, and Wiggio. Many of the meetings have been recorded and archived for the benefit of members who could not attend in real-time.

Confronting Misinformation in Climate Change Higher Education

NASA Astrophysics Data System (ADS)

Bedford, D. P.

2012-12-01

Among the many challenges faced by climate change educators is the highly politicized nature of the subject matter (e.g. McCright and Dunlap, 2011) and the associated misinformation from key media outlets and websites (e.g. see Oreskes and Conway, 2010). Students typically do not enter the classroom as 'blank slates', but often have already formed some opinion about climate change which may or may not be based on reputable sources. Further, many students have lives outside the classroom and/or off campus, and even those who do live in an isolated bubble of campus life will eventually graduate. Thus, providing students with a level of climate change knowledge and understanding robust enough to cope with misinformation may be an important goal for educators. This paper presents a case study of the direct use of climate change misinformation as a college-level classroom activity. Some research from other fields (notably psychology) has found that directly addressing misconceptions in the classroom can be the most effective means of dispelling them (Kowalski and Taylor, 2009). However, directly confronting misinformation in the classroom carries inherent risks, such as reinforcing misconceptions (e.g. Cook and Lewandowsky, 2011). This paper therefore considers approaches to minimizing those risks while attempting to maximize the possible benefits. This paper argues that use of misinformation as a teaching tool can provide useful exercises in critical thinking, testing of content knowledge, and consideration of the nature of science. Cook, J. and S. Lewandowsky. 2011. The Debunking Handbook. Online publication available www.skepticalscience.com/docs/Debunking_Handbook.pdf. Accessed 7 July 2012. Kowalski, P. and A.K. Taylor. 2009. DOI: 10.1080/00986280902959986. McCright, A., and R.T. Dunlap. 2011. The politicization of climate change and polarization in the American public's views of global warming, 2001-2010. The Sociological Quarterly 52:2, 155-194. Oreskes, N. and E

Climate change assessments

Treesearch

Linda A. Joyce

2008-01-01

The science associated with climate and its effects on ecosystems, economies, and social systems is developing rapidly. Climate change assessments can serve as an important synthesis of this science and provide the information and context for management and policy decisions on adaptation and mitigation. This topic paper describes the variety of climate change...

Defending climate science

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-01-01

The National Center for Science Education (NCSE), which has long been in the lead in defending the teaching of evolution in public schools, has expanded its core mission to include defending climate science, the organization announced in January. “We consider climate change a critical issue in our own mission to protect the integrity of science education,” said NSCE executive director Eugenie Scott. “Climate affects everyone, and the decisions we make today will affect generations to come. We need to teach kids now about the realities of global warming and climate change so that they're prepared to make informed, intelligent decisions in the future.”

Nevada's Climate Change High School Science Fair Network

NASA Astrophysics Data System (ADS)

Buck, P.

2012-12-01

The purpose of this 3 year project funded by NSF (GEO 1035049) is to increase the climate change science content knowledge and teaching effectiveness of in-service high school science teachers and increase the numbers of quality of high school geoscience projects competing in Nevada's three regional Intel ISEF (International Science & Engineering Fair) affiliated science fairs. In year 1 of the project participants consisted of six female and three male high school teachers from across Nevada. Eight of the participants were white and one was Asian. Five participants taught in Clark County, two taught in Owyhee, one taught in Elko and one taught in Spring Creek. Over 20% of the projects were noted (by the teachers) as being submitted by underrepresented students; however, this information is not reliable as most students did not provide this data themselves. Pre-and post- content tests were given. Teachers improved from an average of eight missed on the pre-test to an average of only four items missed on the post-test. Participants were also asked to evaluate their own teaching efficacy. In general, participants had a strong science efficacy. The item on which there was the most discrepancy among participants was on #10, the one stating that "The low achievement of some students cannot generally be blamed on their teachers." Most teachers completed an end of year program evaluation. All but one of the participants felt that the pace of the workshop was comfortable. All participants who used faculty mentors in helping their students rated their faculty mentors very highly. All participants rated the program content very highly in terms of clarity, organization, relevance, helpfulness and usefulness. All participants gave the program a very high rating overall and stated they would likely use the information to mentor future students and in instruction in future classes. The science fairs are the culmination of the program. Teachers were required to have at least one

Communicating Urban Climate Change

NASA Astrophysics Data System (ADS)

Snyder, S.; Crowley, K.; Horton, R.; Bader, D.; Hoffstadt, R.; Labriole, M.; Shugart, E.; Steiner, M.; Climate; Urban Systems Partnership

2011-12-01

While cities cover only 2% of the Earth's surface, over 50% of the world's people live in urban environments. Precisely because of their population density, cities can play a large role in reducing or exacerbating the global impact of climate change. The actions of cities could hold the key to slowing down climate change. Urban dwellers are becoming more aware of the need to reduce their carbon usage and to implement adaptation strategies. However, messaging around these strategies has not been comprehensive and adaptation to climate change requires local knowledge, capacity and a high level of coordination. Unless urban populations understand climate change and its impacts it is unlikely that cities will be able to successfully implement policies that reduce anthropogenic climate change. Informal and formal educational institutions in urban environments can serve as catalysts when partnering with climate scientists, educational research groups, and public policy makers to disseminate information about climate change and its impacts on urban audiences. The Climate and Urban Systems Partnership (CUSP) is an interdisciplinary network designed to assess and meet the needs and challenges of educating urban audiences about climate change. CUSP brings together organizations in Philadelphia, Pittsburgh, Queens, NY and Washington, DC to forge links with informal and formal education partners, city government, and policy makers. Together this network will create and disseminate learner-focused climate education programs and resources for urban audiences that, while distinct, are thematically and temporally coordinated, resulting in the communication of clear and consistent information and learning experiences about climate science to a wide public audience. Working at a community level CUSP will bring coordinated programming directly into neighborhoods presenting the issues of global climate change in a highly local context. The project is currently exploring a number of

Climate change and skin disease.

PubMed

Lundgren, Ashley D

2018-04-01

Despite commanding essentially universal scientific consensus, climate change remains a divisive and poorly understood topic in the United States. Familiarity with this subject is not just for climate scientists. The impact of climate change on human morbidity and mortality may be considerable; thus, physicians also should be knowledgeable in this realm. Climate change science can seem opaque and inferential, creating fertile ground for political polemics and undoubtedly contributing to confusion among the general public. This puts physicians in a pivotal position to facilitate a practical understanding of climate change in the public sphere by discussing changes in disease patterns and their possible relationship to a changing climate. This article provides a background on climate change for dermatologists and highlights how climate change may impact the management of skin disease across the United States.

A flexible, multi-faceted, multi-media approach to teaching climate change to non-STEM majors

NASA Astrophysics Data System (ADS)

De Roo, R. D.; Liemohn, M. W.

2011-12-01

The University of Michigan offers a 100-level course entitled, "Our Changing Atmosphere," often taken to fulfill the natural science distribution credit requirement by up to 200 students in non-technical majors per term. This course covers the properties and structure of the atmosphere and how they are changing, emphasizing the global climate and climate change. After a brief introduction to atmospheric basics, highlights from Earth's climate history are presented, followed by modern-day changes to climate, such as air pollution, stratospheric ozone depletion, and global warming. The current format of the course relies heavily on Lecturebook, Lecturetools, and C-tools as online electronic resources for the class. The textbook for the course is managed through Lecturebook, which also provides hyperlinked text and hundreds of built-in questions for homework sets and student review. The recitation lessons are uploaded to Lecturebook, which allows for interactive question-and-answer sessions during class in multiple formats. The University of Michigan's C-tools environment is also used for email distribution and archiving, additional resource postings, and as a backup to these other two websites. The structure of the class permits different instructors to emphasize different facets of climate, and to employ different instructional techniques. For example, the textbook differs depending on the term the course is offered. One of us emphasizes good-vs-bad science usage via video, sound clip, or PDF posting on a weather or climate related topic in every lecture. Good-v-bad science usage of climate topics in research, media reporting, and casual conversation are all discussed by the students and included in the examinations. The other instructor emphasizes the findings of the IPCC, employs hands-on activities in lecture and eschews exams in favor of collaborative homework assignments. The assignments include qualitative and quantitative analyses of climate topics and the

The climate change consensus extends beyond climate scientists

NASA Astrophysics Data System (ADS)

Carlton, J. S.; Perry-Hill, Rebecca; Huber, Matthew; Prokopy, Linda S.

2015-09-01

The existence of anthropogenic climate change remains a public controversy despite the consensus among climate scientists. The controversy may be fed by the existence of scientists from other disciplines publicly casting doubt on the validity of climate science. The extent to which non-climate scientists are skeptical of climate science has not been studied via direct survey. Here we report on a survey of biophysical scientists across disciplines at universities in the Big 10 Conference. Most respondents (93.6%) believe that mean temperatures have risen and most (91.9%) believe in an anthropogenic contribution to rising temperatures. Respondents strongly believe that climate science is credible (mean credibility score 6.67/7). Those who disagree about climate change disagree over basic facts (e.g., the effects of CO2 on climate) and have different cultural and political values. These results suggest that scientists who are climate change skeptics are outliers and that the majority of scientists surveyed believe in anthropogenic climate change and that climate science is credible and mature.

Teaching Climate Science in Non-traditional Classrooms

NASA Astrophysics Data System (ADS)

Strybos, J.

2015-12-01

San Antonio College is the oldest, largest and centrally-located campus of Alamo Colleges, a network of five community colleges based around San Antonio, Texas with a headcount enrollment of approximately 20,000 students. The student population is diverse in ethnicity, age and income; and the Colleges understand that they play a salient role in educating its students on the foreseen impacts of climate change. This presentation will discuss the key investment Alamo Colleges has adopted to incorporate sustainability and climate science into non-traditional classrooms. The established courses that cover climate-related course material have historically had low enrollments. One of the most significant challenges is informing the student population of the value of this class both in their academic career and in their personal lives. By hosting these lessons in hands-on simulations and demonstrations that are accessible and understandable to students of any age, and pursuing any major, we have found an exciting way to teach all students about climate change and identify solutions. San Antonio College (SAC) hosts the Bill R. Sinkin Eco Centro Community Center, completed in early 2014, that serves as an environmental hub for Alamo Colleges' staff and students as well as the San Antonio community. The center actively engages staff and faculty during training days in sustainability by presenting information on Eco Centro, personal sustainability habits, and inviting faculty to bring their classes for a tour and sustainability primer for students. The Centro has hosted professors from diverse disciplines that include Architecture, Psychology, Engineering, Science, English, Fine Arts, and International Studies to bring their classes to center to learn about energy, water conservation, landscaping, and green building. Additionally, Eco Centro encourages and assists students with research projects, including a solar-hydroponic project currently under development with the support

Climate change and disaster management.

PubMed

O'Brien, Geoff; O'Keefe, Phil; Rose, Joanne; Wisner, Ben

2006-03-01

Climate change, although a natural phenomenon, is accelerated by human activities. Disaster policy response to climate change is dependent on a number of factors, such as readiness to accept the reality of climate change, institutions and capacity, as well as willingness to embed climate change risk assessment and management in development strategies. These conditions do not yet exist universally. A focus that neglects to enhance capacity-building and resilience as a prerequisite for managing climate change risks will, in all likelihood, do little to reduce vulnerability to those risks. Reducing vulnerability is a key aspect of reducing climate change risk. To do so requires a new approach to climate change risk and a change in institutional structures and relationships. A focus on development that neglects to enhance governance and resilience as a prerequisite for managing climate change risks will, in all likelihood, do little to reduce vulnerability to those risks.

Climate Proxies: An Inquiry-Based Approach to Discovering Climate Change on Antarctica

NASA Astrophysics Data System (ADS)

Wishart, D. N.

2016-12-01

An attractive way to advance climate literacy in higher education is to emphasize its relevance while teaching climate change across the curriculum to science majors and non-science majors. An inquiry-based pedagogical approach was used to engage five groups of students on a "Polar Discovery Project" aimed at interpreting the paleoclimate history of ice cores from Antarctica. Learning objectives and student learning outcomes were clearly defined. Students were assigned several exercises ranging from examination of Antarctic topography to the application of physical and chemical measurements as proxies for climate change. Required materials included base and topographic maps of Antarctica; graph sheets for construction of topographic cross-sectional profiles from profile lines of the Western Antarctica Ice Sheet (WAIS) Divide and East Antarctica; high-resolution photographs of Antarctic ice cores; stratigraphic columns of ice cores; borehole and glaciochemical data (i.e. anions, actions, δ18O, δD etc.); and isotope data on greenhouse gases (CH4, O2, N2) extracted from gas bubbles in ice cores. The methodology was to engage students in (2) construction of topographic profiles; (2) suggest directions for ice flow based on simple physics; (3) formulate decisions on suitable locations for drilling ice cores; (4) visual ice stratigraphy including ice layer counting; (5) observation of any insoluble particles (i.e. meteoritic and volcanic material); (6) analysis of borehole temperature profiles; and (7) the interpretation of several datasets to derive a paleoclimate history of these areas of the continent. The overall goal of the project was to improve the students analytical and quantitative skills; their ability to evaluate relationships between physical and chemical properties in ice cores, and to advance the understanding the impending consequences of climate change while engaging science, technology, engineering and mathematics (STEM). Student learning outcomes

Picture This: The Art of Using Museum and Science Collaborations to Teach about Climate Change

NASA Astrophysics Data System (ADS)

Fiondella, F.; Fowler, R.; Davi, N. K.; Gawthrop, E.

2015-12-01

Connecting scientists and their research to photography galleries and museums is an effective way to promote climate literacy among a new, diverse audience. This approach requires creativity and a willingness to reach out to and work with staff unfamiliar with scientific institutions, but can result in broad exposure and understanding of the impacts of climate change. In this presentation we highlight the successful science-art collaboration among the International Center of Photography, Lamont-Doherty Earth Observatory and the International Research Institute for Climate and Society. The collaboration revolved around ICP's 2014-2015 exhibition of renowned photographer Sebastiao Salgado's Genesis, an eight-year worldwide survey of wildlife, landscapes, seascapes and indigenous peoples. Salgado's photographs acted as a springboard for a unique public education program based at ICP and aimed at raising awareness of the urgent issue of climate change. Over the course of six months, Lamont and IRI scientists with expertise in climatology, dendrochronology, seismology and glaciology led gallery tours for the public, making links between their research and the places and people of Salgado's photography. Lamont and IRI staff also gave talks throughout the exhibition period on topics ranging from climate change adaptation to the use of photography to help the public visualize the impacts of Earth's changing climate. The research institutions also took over ICP's Instagram feed for a week, showcasing the climate-related field work of more than a dozen scientists. All three institutions, the participating scientists and program attendees deemed the collaboration a success. We'll explain what made this collaboration successful and provide tips on how scientists and their institutes can form similar collaborations with museums and other arts-based organizations.

Climate change and forest diseases

Treesearch

R.N. Sturrock; Susan Frankel; A. V. Brown; Paul Hennon; J. T. Kliejunas; K. J. Lewis; J. J. Worrall; A. J. Woods

2011-01-01

As climate changes, the effects of forest diseases on forest ecosystems will change. We review knowledge of relationships between climate variables and several forest diseases, as well as current evidence of how climate, host and pathogen interactions are responding or might respond to climate change. Many forests can be managed to both adapt to climate change and...

Managing climate change refugia for climate adaptation

Treesearch

Toni Lyn Morelli; Christopher Daly; Solomon Z. Dobrowski; Deanna M. Dulen; Joseph L. Ebersole; Stephen T. Jackson; Jessica D. Lundquist; Connie Millar; Sean P. Maher; William B. Monahan; Koren R. Nydick; Kelly T. Redmond; Sarah C. Sawyer; Sarah Stock; Steven R. Beissinger

2016-01-01

Refugia have long been studied from paleontological and biogeographical perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change refugia, here defined as areas relatively buffered from contemporary climate change over time that...

Climate variability and vulnerability to climate change: a review

PubMed Central

Thornton, Philip K; Ericksen, Polly J; Herrero, Mario; Challinor, Andrew J

2014-01-01

The focus of the great majority of climate change impact studies is on changes in mean climate. In terms of climate model output, these changes are more robust than changes in climate variability. By concentrating on changes in climate means, the full impacts of climate change on biological and human systems are probably being seriously underestimated. Here, we briefly review the possible impacts of changes in climate variability and the frequency of extreme events on biological and food systems, with a focus on the developing world. We present new analysis that tentatively links increases in climate variability with increasing food insecurity in the future. We consider the ways in which people deal with climate variability and extremes and how they may adapt in the future. Key knowledge and data gaps are highlighted. These include the timing and interactions of different climatic stresses on plant growth and development, particularly at higher temperatures, and the impacts on crops, livestock and farming systems of changes in climate variability and extreme events on pest-weed-disease complexes. We highlight the need to reframe research questions in such a way that they can provide decision makers throughout the food system with actionable answers, and the need for investment in climate and environmental monitoring. Improved understanding of the full range of impacts of climate change on biological and food systems is a critical step in being able to address effectively the effects of climate variability and extreme events on human vulnerability and food security, particularly in agriculturally based developing countries facing the challenge of having to feed rapidly growing populations in the coming decades. PMID:24668802

Through the minefield: teaching climate change in a misinformation-rich environment

NASA Astrophysics Data System (ADS)

Bedford, D. P.; Cook, J.; Schuenemann, K. C.; Mandia, S. A.; Cowtan, K.; Nuccitelli, D.

2016-12-01

It is now widely accepted that students enter science classrooms with their own, often erroneous, pre-existing models of basic scientific concepts. These misconceptions can interfere with student learning. However, the science of climate change is perhaps distinctive in that a deliberate effort has been undertaken by a variety of individuals and institutions to promulgate and perpetuate misconceptions. Both formal and informal efforts to communicate the science of climate change must therefore contend with the effects of these misconceptions, which may be passionately held and in strong opposition to the findings of peer-reviewed research. This presentation reports on the current state of research on misinformation and misconceptions; identifies common mistakes made in attempting to address misconceptions; and details a model which can help to avoid making most, if not all, of these common mistakes. In sum, research in cognitive psychology has shown that misconceptions are extraordinarily difficult to remove, with individuals commonly rejecting information that does not fit with their existing mental models. Attempts to address misconceptions directly can backfire if too much emphasis is placed on the misconception (i.e. leading with the myth) or by reinforcing the misconception at the expense of more accurate explanations (the familiarity backfire effect). Thus, a preferred approach involves a "myth sandwich" of facts followed by myth, followed by an explanation of how the myth distorts the facts. The misconception is therefore sandwiched between facts. This approach has been tested in a widely subscribed MOOC (Denial 101X, by Cook et al., 2015), and a textbook (Bedford and Cook, 2016). This presentation provides fundamental background on effective climate change myth debunking, and will include preliminary data regarding the efficacy of the "myth sandwich" approach.

Climate change and children.

PubMed

Ebi, Kristie L; Paulson, Jerome A

2007-04-01

Climate change is increasing the burden of climate-sensitive health determinants and outcomes worldwide. Acting through increasing temperature, changes in the hydrologic cycle, and sea level rise, climate change is projected to increase the frequency and intensity of heat events and extreme events (floods and droughts), change the geographic range and incidence of climate-sensitive vector-, food-, and waterborne diseases, and increase diseases associated with air pollution and aeroallergens. Children are particularly vulnerable to these health outcomes because of their potentially greater exposures, greater sensitivity to certain exposures, and their dependence on caregivers.

Teaching Children's Rights and Climate Change with the Support of Act for Climate Web-Based Learning Environment

ERIC Educational Resources Information Center

Gkotzos, Dimitrios

2017-01-01

This article presents an effort to integrate the issues of climate change and children's rights into the Greek primary school curriculum through the use of information and communication technologies (ICTs). The curriculum Act for Climate was developed through the lens of children's rights and with the support of a web-based learning environment…

Global Warming: Understanding and Teaching the Forecast.

ERIC Educational Resources Information Center

Andrews, Bill

1994-01-01

A resource for the teaching of the history and causes of climate change. Discusses evidence of climate change from the Viking era, early ice ages, the most recent ice age, natural causes of climate change, human-made causes of climate change, projections of global warming, and unequal warming. (LZ)

Climate@Home: Crowdsourcing Climate Change Research

NASA Astrophysics Data System (ADS)

Xu, C.; Yang, C.; Li, J.; Sun, M.; Bambacus, M.

2011-12-01

Climate change deeply impacts human wellbeing. Significant amounts of resources have been invested in building super-computers that are capable of running advanced climate models, which help scientists understand climate change mechanisms, and predict its trend. Although climate change influences all human beings, the general public is largely excluded from the research. On the other hand, scientists are eagerly seeking communication mediums for effectively enlightening the public on climate change and its consequences. The Climate@Home project is devoted to connect the two ends with an innovative solution: crowdsourcing climate computing to the general public by harvesting volunteered computing resources from the participants. A distributed web-based computing platform will be built to support climate computing, and the general public can 'plug-in' their personal computers to participate in the research. People contribute the spare computing power of their computers to run a computer model, which is used by scientists to predict climate change. Traditionally, only super-computers could handle such a large computing processing load. By orchestrating massive amounts of personal computers to perform atomized data processing tasks, investments on new super-computers, energy consumed by super-computers, and carbon release from super-computers are reduced. Meanwhile, the platform forms a social network of climate researchers and the general public, which may be leveraged to raise climate awareness among the participants. A portal is to be built as the gateway to the climate@home project. Three types of roles and the corresponding functionalities are designed and supported. The end users include the citizen participants, climate scientists, and project managers. Citizen participants connect their computing resources to the platform by downloading and installing a computing engine on their personal computers. Computer climate models are defined at the server side. Climate

Climate change and skin.

PubMed

Balato, N; Ayala, F; Megna, M; Balato, A; Patruno, C

2013-02-01

Global climate appears to be changing at an unprecedented rate. Climate change can be caused by several factors that include variations in solar radiation received by earth, oceanic processes (such as oceanic circulation), plate tectonics, and volcanic eruptions, as well as human-induced alterations of the natural world. Many human activities, such as the use of fossil fuel and the consequent accumulation of greenhouse gases in the atmosphere, land consumption, deforestation, industrial processes, as well as some agriculture practices are contributing to global climate change. Indeed, many authors have reported on the current trend towards global warming (average surface temperature has augmented by 0.6 °C over the past 100 years), decreased precipitation, atmospheric humidity changes, and global rise in extreme climatic events. The magnitude and cause of these changes and their impact on human activity have become important matters of debate worldwide, representing climate change as one of the greatest challenges of the modern age. Although many articles have been written based on observations and various predictive models of how climate change could affect social, economic and health systems, only few studies exist about the effects of this change on skin physiology and diseases. However, the skin is the most exposed organ to environment; therefore, cutaneous diseases are inclined to have a high sensitivity to climate. For example, global warming, deforestation and changes in precipitation have been linked to variations in the geographical distribution of vectors of some infectious diseases (leishmaniasis, lyme disease, etc) by changing their spread, whereas warm and humid environment can also encourage the colonization of the skin by bacteria and fungi. The present review focuses on the wide and complex relationship between climate change and dermatology, showing the numerous factors that are contributing to modify the incidence and the clinical pattern of many

Climate-change scenarios

USGS Publications Warehouse

Wagner, Frederic H.; Stohlgren, T.J.; Baldwin, C.K.; Mearns, L.O.; Wagner, Frederic H.

2003-01-01

Three procedures were used to develop a set of plausible scenarios of anthropogenic climate change by the year 2100 that could be posed to the sectors selected for assessment (Fig. 2.2). First, a workshop of climatologists with expertise in western North American climates was convened from September 10-12, 1998 at the National Center for Ecological Analysis and Synthesis in Santa Barbara, CA to discuss and propose a set of scenarios for the Rocky Mountain/Great Basin (RMGB) region.Secondly, the 20th-century climate record was analyzed to determine what trends might have occurred during the period. Since CO2 and other greenhouse gases increased during the century, it was reasonable to examine whether the changes projected for the 21st century had begun to appear during the 20th, at least qualitatively though not quantitatively.Third, on the assumption of a two-fold increase in atmospheric CO2 by 2100, climate-change scenarios for the 21st century were projected with two, state-of-the-art computer models that simulate the complex interactions between earth, atmosphere, and ocean to produce the earth’s climate system. Each of the last two procedures has its strengths and weaknesses, and each can function to some degree as a check on the other. The historical analysis has the advantage of using empirical measurements of actual climate change taken over an extensive network of measuring stations. These make it possible to subdivide a large region like the RMGB into subreqions to assess the uniformity of climate and climate change over the region. And the historical measurements can to some degree serve as a check on the GCM simulations when the two are compared over the same time period.

NPOESS, Essential Climates Variables and Climate Change

NASA Astrophysics Data System (ADS)

Forsythe-Newell, S. P.; Bates, J. J.; Barkstrom, B. R.; Privette, J. L.; Kearns, E. J.

2008-12-01

Advancement in understanding, predicting and mitigating against climate change implies collaboration, close monitoring of Essential Climate Variable (ECV)s through development of Climate Data Record (CDR)s and effective action with specific thematic focus on human and environmental impacts. Towards this end, NCDC's Scientific Data Stewardship (SDS) Program Office developed Climate Long-term Information and Observation system (CLIO) for satellite data identification, characterization and use interrogation. This "proof-of-concept" online tool provides the ability to visualize global CDR information gaps and overlaps with options to temporally zoom-in from satellite instruments to climate products, data sets, data set versions and files. CLIO provides an intuitive one-stop web site that displays past, current and planned launches of environmental satellites in conjunction with associated imagery and detailed information. This tool is also capable of accepting and displaying Web-based input from Subject Matter Expert (SME)s providing a global to sub-regional scale perspective of all ECV's and their impacts upon climate studies. SME's can access and interact with temporal data from the past and present, or for future planning of products, datasets/dataset versions, instruments, platforms and networks. CLIO offers quantifiable prioritization of ECV/CDR impacts that effectively deal with climate change issues, their associated impacts upon climate, and this offers an intuitively objective collaboration and consensus building tool. NCDC's latest tool empowers decision makers and the scientific community to rapidly identify weaknesses and strengths in climate change monitoring strategies and significantly enhances climate change collaboration and awareness.

Using an Integrated Approach to Supporting Climate Change Literacy for Pre-Service Teachers

NASA Astrophysics Data System (ADS)

Miller, H. R.; Mattox, S.; Llerandi-Román, P. A.; Dobson, C.

2014-12-01

Educating future Americans has long been a debate; with the Next Generation Science Standards (NGSS) now being adopted, climate literacy has become a more dominant discussion in both the classroom and in our society where climate education has often been non-existent or dismal at best. With these new education standards climate literacy is now fundamental to science education, this means understanding climate needs to begin with those headed into the classroom with these future Americans. These educators are expected to be skilled and confident in all subject areas, including science, where they might receive less training. To address this challenge, we have focused on an interdisciplinary approach to climate literacy, which is facilitated through cross-cutting concepts in both Earth and life sciences and parallels NGSS standards. We used the Yale Project on Climate Change Communication to gauge our student's strengths and weaknesses and compare them to the general public's understanding of climate change and complex Earth processes, such as beliefs about climate change, understanding the greenhouse effect, weather versus climate, climate change past and present, impacts and solutions. After a semester of this interdisciplinary course our students felt 95% confident that they are informed about global climate change as compared to 62% of Americans that were surveyed. Our students could define and describe greenhouse effect and 82% of them could classify greenhouse gases as compared to 66% and 45% of Americans respectively. While these non-science, education students were generally more knowledgeable about climate change, the areas where they did not significantly outperform the general public allowed us to refocus our course to aid them in understanding this complex issue where our hopes are that they will be prepared to teach science in their future classroom which will allow their students to be competitive in today's rapidly evolving global economy.

The neurobiology of climate change

NASA Astrophysics Data System (ADS)

O'Donnell, Sean

2018-02-01

Directional climate change (global warming) is causing rapid alterations in animals' environments. Because the nervous system is at the forefront of animals' interactions with the environment, the neurobiological implications of climate change are central to understanding how individuals, and ultimately populations, will respond to global warming. Evidence is accumulating for individual level, mechanistic effects of climate change on nervous system development and performance. Climate change can also alter sensory stimuli, changing the effectiveness of sensory and cognitive systems for achieving biological fitness. At the population level, natural selection forces stemming from directional climate change may drive rapid evolutionary change in nervous system structure and function.

The neurobiology of climate change.

PubMed

O'Donnell, Sean

2018-01-06

Directional climate change (global warming) is causing rapid alterations in animals' environments. Because the nervous system is at the forefront of animals' interactions with the environment, the neurobiological implications of climate change are central to understanding how individuals, and ultimately populations, will respond to global warming. Evidence is accumulating for individual level, mechanistic effects of climate change on nervous system development and performance. Climate change can also alter sensory stimuli, changing the effectiveness of sensory and cognitive systems for achieving biological fitness. At the population level, natural selection forces stemming from directional climate change may drive rapid evolutionary change in nervous system structure and function.

Current Climate Variability & Change

NASA Astrophysics Data System (ADS)

Diem, J.; Criswell, B.; Elliott, W. C.

2013-12-01

Current Climate Variability & Change is the ninth among a suite of ten interconnected, sequential labs that address all 39 climate-literacy concepts in the U.S. Global Change Research Program's Climate Literacy: The Essential Principles of Climate Sciences. The labs are as follows: Solar Radiation & Seasons, Stratospheric Ozone, The Troposphere, The Carbon Cycle, Global Surface Temperature, Glacial-Interglacial Cycles, Temperature Changes over the Past Millennium, Climates & Ecosystems, Current Climate Variability & Change, and Future Climate Change. All are inquiry-based, on-line products designed in a way that enables students to construct their own knowledge of a topic. Questions representative of various levels of Webb's depth of knowledge are embedded in each lab. In addition to the embedded questions, each lab has three or four essential questions related to the driving questions for the lab suite. These essential questions are presented as statements at the beginning of the material to represent the lab objectives, and then are asked at the end as questions to function as a summative assessment. For example, the Current Climate Variability & Change is built around these essential questions: (1) What has happened to the global temperature at the Earth's surface, in the middle troposphere, and in the lower stratosphere over the past several decades?; (2) What is the most likely cause of the changes in global temperature over the past several decades and what evidence is there that this is the cause?; and (3) What have been some of the clearly defined effects of the change in global temperature on the atmosphere and other spheres of the Earth system? An introductory Prezi allows the instructor to assess students' prior knowledge in relation to these questions, while also providing 'hooks' to pique their interest related to the topic. The lab begins by presenting examples of and key differences between climate variability (e.g., Mt. Pinatubo eruption) and

Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover. This implies that policy choices based on observable public opinion have lagged actual private concern over climate change's potential threat.

Learning and Teaching Climate Science: The Perils of Consensus Knowledge Using Agnotology

NASA Astrophysics Data System (ADS)

Legates, David R.; Soon, Willie; Briggs, William M.

2013-08-01

Agnotology has been defined in a variety of ways including "the study of ignorance and its cultural production" and "the study of how and why ignorance or misunderstanding exists." More recently, however, it has been posited that agnotology should be used in the teaching of climate change science. But rather than use agnotology to enhance an understanding of the complicated nature of the complex Earth's climate, the particular aim is to dispel alternative viewpoints to the so-called consensus science. One-sided presentations of controversial topics have little place in the classroom as they serve only to stifle debate and do not further knowledge and enhance critical thinking. Students must understand not just what is known and why it is known to be true but also what remains unknown and where the limitations on scientific understanding lie. Fact recitation coupled with demonizing any position or person who disagrees with a singularly-derived conclusion has no place in education. Instead, all sides must be covered in highly debatable and important topics such as climate change, because authoritarian science never will have all the answers to such complex problems.

Climate change refugia as a tool for climate adaptation

EPA Science Inventory

Climate change refugia, areas relatively buffered from contemporary climate change so as to increase persistence of valued physical, ecological, and cultural resources, are considered as potential adaptation options in the face of anthropogenic climate change. In a collaboration ...

Climate change. Climate in Medieval time.

PubMed

Bradley, Raymond S; Hughes, Malcolm K; Diaz, Henry F

2003-10-17

Many papers have referred to a "Medieval Warm Period." But how well defined is climate in this period, and was it as warm as or warmer than it is today? In their Perspective, Bradley et al. review the evidence and conclude that although the High Medieval (1100 to 1200 A.D.) was warmer than subsequent centuries, it was not warmer than the late 20th century. Moreover, the warmest Medieval temperatures were not synchronous around the globe. Large changes in precipitation patterns are a particular characteristic of "High Medieval" time. The underlying mechanisms for such changes must be elucidated further to inform the ongoing debate on natural climate variability and anthropogenic climate change.

Faculty Teaching Climate: Scale Construction and Initial Validation

ERIC Educational Resources Information Center

Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

From WHAT We Know to HOW We Know It: Students Talk about Climate Change

NASA Astrophysics Data System (ADS)

Holthuis, N.; Lotan, R.; Saltzman, J.; Mastrandrea, M. D.

2012-12-01

we know about climate change, 2) in what ways the curriculum and the teaching practices support this type of student talk, 3) how the quantity and quality of student talk leads to a greater understanding of both WHAT we know about climate change and HOW we know it. Through systematic classroom observations, we documented student engagement and interactions. In-depth analysis of video recordings revealed more about the nature of these interactions and how students talk with each other and the teacher about how we know. From pre- and post-tests of 756 middle school and high school students in 30 classrooms, we found statistically significant differences (t=-19.78, p<0.001) between total scores on the pre-test (68.1 % correct) and post-test (79.1% correct). At the classroom level, these data served to create portraits of classrooms where "how do we know talk" was prevalent and where teaching practices supported such talk. In these classrooms, students showed significant gains in both content knowledge and analytic skills. We argue that these students became climate literate and thus better equipped to critically distinguish between climate science and non-science they might encounter via the internet, the media, or other sources.

Increasing Teachers' Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change

ERIC Educational Resources Information Center

Teed, Rebecca; Franco, Suzanne

2014-01-01

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and…

Climate change and nutrition: creating a climate for nutrition security.

PubMed

Tirado, M C; Crahay, P; Mahy, L; Zanev, C; Neira, M; Msangi, S; Brown, R; Scaramella, C; Costa Coitinho, D; Müller, A

2013-12-01

Climate change further exacerbates the enormous existing burden of undernutrition. It affects food and nutrition security and undermines current efforts to reduce hunger and promote nutrition. Undernutrition in turn undermines climate resilience and the coping strategies of vulnerable populations. The objectives of this paper are to identify and undertake a cross-sectoral analysis of the impacts of climate change on nutrition security and the existing mechanisms, strategies, and policies to address them. A cross-sectoral analysis of the impacts of climate change on nutrition security and the mechanisms and policies to address them was guided by an analytical framework focused on the three 'underlying causes' of undernutrition: 1) household food access, 2) maternal and child care and feeding practices, 3) environmental health and health access. The analytical framework includes the interactions of the three underlying causes of undernutrition with climate change,vulnerability, adaptation and mitigation. Within broad efforts on climate change mitigation and adaptation and climate-resilient development, a combination of nutrition-sensitive adaptation and mitigation measures, climate-resilient and nutrition-sensitive agricultural development, social protection, improved maternal and child care and health, nutrition-sensitive risk reduction and management, community development measures, nutrition-smart investments, increased policy coherence, and institutional and cross-sectoral collaboration are proposed as a means to address the impacts of climate change to food and nutrition security. This paper proposes policy directions to address nutrition in the climate change agenda and recommendations for consideration by the UN Framework Convention on Climate Change (UNFCCC). Nutrition and health stakeholders need to be engaged in key climate change adaptation and mitigation initiatives, including science-based assessment by the Intergovernmental Panel on Climate Change (IPCC

Considering Students' Out-of-School Lives and Values in Designing Learning Environments for Climate Change

NASA Astrophysics Data System (ADS)

Walsh, E.; Tsurusaki, B.

2012-12-01

What are the implications of social controversy for the teaching and learning of climate change science? How do the political dimensions of this controversy affect learners' attitudes towards and reasoning about climate change and climate science? Case studies from a pilot enactment of an ecological impacts of climate change curriculum explore these questions by describing how five high school students' understandings of climate change science developed at the intersection of political and scientific values, attitudes, and ways of knowing. Case studies combine qualitative, ethnographic methods including interviews and classroom video observations with quantitative pre/post-assessments of student conceptual understandings and weekly surveys of student engagement. Data indicate that students had initial perceptions of climate change informed by the media and their families—both supporting and rejecting the scientific consensus—that influenced how they engaged with the scientific evidence. While students who were initially antagonistic to anthropogenic climate change did develop conceptual understandings of the scientific evidence for human-influences on climate change, this work was challenging and at times frustrating for them. These case studies demonstrate the wide range of initial attitudes and understandings that students bring to the study of climate change. They also demonstrate that it is possible to make significant shifts in students' understandings of climate change science, even in students who were initially resistant to the idea of anthropogenic climate change. Finally, multiple case studies discuss ways that the learning that occurred in the classroom crossed out of the classroom into the students' homes and family talk. This work highlights how learners' pathways are shaped not only by their developing understanding of the scientific evidence but also by the political and social influences that learners navigate across the contexts of their lives

Two Contrasting Approaches to Building High School Teacher Capacity to Teach About Local Climate Change Using Powerful Geospatial Data and Visualization Technology

NASA Astrophysics Data System (ADS)

Zalles, D. R.

2011-12-01

The presentation will compare and contrast two different place-based approaches to helping high school science teachers use geospatial data visualization technology to teach about climate change in their local regions. The approaches are being used in the development, piloting, and dissemination of two projects for high school science led by the author: the NASA-funded Data-enhanced Investigations for Climate Change Education (DICCE) and the NSF funded Studying Topography, Orographic Rainfall, and Ecosystems with Geospatial Information Technology (STORE). DICCE is bringing an extensive portal of Earth observation data, the Goddard Interactive Online Visualization and Analysis Infrastructure, to high school classrooms. STORE is making available data for viewing results of a particular IPCC-sanctioned climate change model in relation to recent data about average temperatures, precipitation, and land cover for study areas in central California and western New York State. Across the two projects, partner teachers of academically and ethnically diverse students from five states are participating in professional development and pilot testing. Powerful geospatial data representation technologies are difficult to implement in high school science because of challenges that teachers and students encounter navigating data access and making sense of data characteristics and nomenclature. Hence, on DICCE, the researchers are testing the theory that by providing a scaffolded technology-supported process for instructional design, starting from fundamental questions about the content domain, teachers will make better instructional decisions. Conversely, the STORE approach is rooted in the perspective that co-design of curricular materials among researchers and teacher partners that work off of "starter" lessons covering focal skills and understandings will lead to the most effective utilizations of the technology in the classroom. The projects' goals and strategies for student

A Look at Global Climate Change Through Papal Encyclicals

NASA Astrophysics Data System (ADS)

Gutry-Korycka, Małgorzata

2017-12-01

The aim of this article is a comprehensive review of Papal Encyclicals in the context of global environmental and climatic change, against the backdrop of the activity of multinational institutions. The Encyclicals look to the future in teaching the faithful, in a manner which indicates that they are part of a goal-oriented policy, both in terms of scientific research, and concrete economic, social, and geopolitical activity. Attention has also been paid to the relationship between the activity of humankind, and global environmental change, particularly of the biotic and climatic variety. If this aggressive anthropogenic activity cannot be deemed responsible for initiating global warming, it may certainly be seen to have "encouraged" it. The impulses behind sustainable development, as well as the instruments of its implementation, and the inspiration behind the idea, have also been discussed. The achievement of this goal, necessitating the balancing of anthropological aspirations and the long-term security of the environment are also referenced in the Encyclicals.

Using Web GIS "Climate" for Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Martynova, Yulia; Shulgina, Tamara

2015-04-01

A work is devoted to the application of an information-computational Web GIS "Climate" developed by joint team of the Institute of Monitoring of Climatic and Ecological Systems SB RAS and Tomsk State University to raise awareness about current and future climate change as a basis for further adaptation. Web-GIS "Climate» (http://climate.scert.ru/) based on modern concepts of Web 2.0 provides opportunities to study regional climate change and its consequences by providing access to climate and weather models, a large set of geophysical data and means of processing and visualization. Also, the system is used for the joint development of software applications by distributed research teams, research based on these applications and undergraduate and graduate students training. In addition, the system capabilities allow creating information resources to raise public awareness about climate change, its causes and consequences, which is a necessary step for the subsequent adaptation to these changes. Basic information course on climate change is placed in the public domain and is aimed at local population. Basic concepts and problems of modern climate change and its possible consequences are set out and illustrated in accessible language. Particular attention is paid to regional climate changes. In addition to the information part, the course also includes a selection of links to popular science network resources on current issues in Earth Sciences and a number of practical tasks to consolidate the material. These tasks are performed for a particular territory. Within the tasks users need to analyze the prepared within the "Climate" map layers and answer questions of direct interest to the public: "How did the minimum value of winter temperatures change in your area?", "What are the dynamics of maximum summer temperatures?", etc. Carrying out the analysis of the dynamics of climate change contributes to a better understanding of climate processes and further adaptation

Climates Past, Present, and Yet-to-Come Shape Climate Change Vulnerabilities.

PubMed

Nadeau, Christopher P; Urban, Mark C; Bridle, Jon R

2017-10-01

Climate change is altering life at multiple scales, from genes to ecosystems. Predicting the vulnerability of populations to climate change is crucial to mitigate negative impacts. We suggest that regional patterns of spatial and temporal climatic variation scaled to the traits of an organism can predict where and why populations are most vulnerable to climate change. Specifically, historical climatic variation affects the sensitivity and response capacity of populations to climate change by shaping traits and the genetic variation in those traits. Present and future climatic variation can affect both climate change exposure and population responses. We provide seven predictions for how climatic variation might affect the vulnerability of populations to climate change and suggest key directions for future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Climate change, conflict and health.

PubMed

Bowles, Devin C; Butler, Colin D; Morisetti, Neil

2015-10-01

Future climate change is predicted to diminish essential natural resource availability in many regions and perhaps globally. The resulting scarcity of water, food and livelihoods could lead to increasingly desperate populations that challenge governments, enhancing the risk of intra- and interstate conflict. Defence establishments and some political scientists view climate change as a potential threat to peace. While the medical literature increasingly recognises climate change as a fundamental health risk, the dimension of climate change-associated conflict has so far received little attention, despite its profound health implications. Many analysts link climate change with a heightened risk of conflict via causal pathways which involve diminishing or changing resource availability. Plausible consequences include: increased frequency of civil conflict in developing countries; terrorism, asymmetric warfare, state failure; and major regional conflicts. The medical understanding of these threats is inadequate, given the scale of health implications. The medical and public health communities have often been reluctant to interpret conflict as a health issue. However, at times, medical workers have proven powerful and effective peace advocates, most notably with regard to nuclear disarmament. The public is more motivated to mitigate climate change when it is framed as a health issue. Improved medical understanding of the association between climate change and conflict could strengthen mitigation efforts and increase cooperation to cope with the climate change that is now inevitable. © The Royal Society of Medicine.

Abrupt climate change: can society cope?

PubMed

Hulme, Mike

2003-09-15

Consideration of abrupt climate change has generally been incorporated neither in analyses of climate-change impacts nor in the design of climate adaptation strategies. Yet the possibility of abrupt climate change triggered by human perturbation of the climate system is used to support the position of both those who urge stronger and earlier mitigative action than is currently being contemplated and those who argue that the unknowns in the Earth system are too large to justify such early action. This paper explores the question of abrupt climate change in terms of its potential implications for society, focusing on the UK and northwest Europe in particular. The nature of abrupt climate change and the different ways in which it has been defined and perceived are examined. Using the example of the collapse of the thermohaline circulation (THC), the suggested implications for society of abrupt climate change are reviewed; previous work has been largely speculative and has generally considered the implications only from economic and ecological perspectives. Some observations about the implications from a more social and behavioural science perspective are made. If abrupt climate change simply implies changes in the occurrence or intensity of extreme weather events, or an accelerated unidirectional change in climate, the design of adaptation to climate change can proceed within the existing paradigm, with appropriate adjustments. Limits to adaptation in some sectors or regions may be reached, and the costs of appropriate adaptive behaviour may be large, but strategy can develop on the basis of a predicted long-term unidirectional change in climate. It would be more challenging, however, if abrupt climate change implied a directional change in climate, as, for example, may well occur in northwest Europe following a collapse of the THC. There are two fundamental problems for society associated with such an outcome: first, the future changes in climate currently being

CLIMATE CHANGE. Climate change impacts on bumblebees converge across continents.

PubMed

Kerr, Jeremy T; Pindar, Alana; Galpern, Paul; Packer, Laurence; Potts, Simon G; Roberts, Stuart M; Rasmont, Pierre; Schweiger, Oliver; Colla, Sheila R; Richardson, Leif L; Wagner, David L; Gall, Lawrence F; Sikes, Derek S; Pantoja, Alberto

2015-07-10

For many species, geographical ranges are expanding toward the poles in response to climate change, while remaining stable along range edges nearest the equator. Using long-term observations across Europe and North America over 110 years, we tested for climate change-related range shifts in bumblebee species across the full extents of their latitudinal and thermal limits and movements along elevation gradients. We found cross-continentally consistent trends in failures to track warming through time at species' northern range limits, range losses from southern range limits, and shifts to higher elevations among southern species. These effects are independent of changing land uses or pesticide applications and underscore the need to test for climate impacts at both leading and trailing latitudinal and thermal limits for species. Copyright © 2015, American Association for the Advancement of Science.

Changes in the Perceived Risk of Climate Change: Evidence from Sudden Climatic Events

NASA Astrophysics Data System (ADS)

Anttila-Hughes, J. K.

2009-12-01

In the course of the past two decades the threat of anthropogenic climate change has moved from a scientific concern of relative obscurity to become one of the largest environmental and public goods problems in history. During this period public understanding of the risk of climate change has shifted from negligible to quite large. In this paper I propose a means of quantifying this change by examining how sudden events supporting the theory of anthropogenic climate change have affected carbon intensive companies' stock prices. Using CAPM event study methodology for companies in several carbon-intensive industries, I find strong evidence that markets have been reacting to changes in the scientific evidence for climate change for some time. Specifically, the change in magnitude of response over time seems to indicate that investors believed climate change was a potentially serious risk to corporate profits as early as the mid 1990s. Moreover, market reaction dependence on event type indicates that investors are differentiating between different advances in the scientific knowledge. Announcements by NASA GISS that the previous year was a “record hot year” for the globe are associated with negative excess returns, while news of ice shelf collapses are associated with strong positive excess returns. These results imply that investors are aware of how different aspects of climate change will affect carbon intensive companies, specifically in terms of the link between warming in general and polar ice cover.

AO/NAO Response to Climate Change. 1; Respective Influences of Stratospheric and Tropospheric Climate Changes

NASA Technical Reports Server (NTRS)

Rind, D.; Perlwitz, J.; Lonergan, P.

2005-01-01

We utilize the GISS Global Climate Middle Atmosphere Model and 8 different climate change experiments, many of them focused on stratospheric climate forcings, to assess the relative influence of tropospheric and stratospheric climate change on the extratropical circulation indices (Arctic Oscillation, AO; North Atlantic Oscillation, NAO). The experiments are run in two different ways: with variable sea surface temperatures (SSTs) to allow for a full tropospheric climate response, and with specified SSTs to minimize the tropospheric change. The results show that tropospheric warming (cooling) experiments and stratospheric cooling (warming) experiments produce more positive (negative) AO/NAO indices. For the typical magnitudes of tropospheric and stratospheric climate changes, the tropospheric response dominates; results are strongest when the tropospheric and stratospheric influences are producing similar phase changes. Both regions produce their effect primarily by altering wave propagation and angular momentum transports, but planetary wave energy changes accompanying tropospheric climate change are also important. Stratospheric forcing has a larger impact on the NAO than on the AO, and the angular momentum transport changes associated with it peak in the upper troposphere, affecting all wavenumbers. Tropospheric climate changes influence both the A0 and NAO with effects that extend throughout the troposphere. For both forcings there is often vertical consistency in the sign of the momentum transport changes, obscuring the difference between direct and indirect mechanisms for influencing the surface circulation.

Teaching to the Test: Climate Change, Militarism, and the Pedagogy of Hopefulness

ERIC Educational Resources Information Center

Amster, Randall

2014-01-01

Climate change and militarism pose existential threats to human existence, and are linked through a number of related processes including access to resources, patterns of consumption, and the workings of the global economy. As nations increasingly militarize their domestic affairs and international postures alike, such patterns can feed back into…

The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

NASA Astrophysics Data System (ADS)

Weiss, N. K.; Wood, J. H.

2017-12-01

TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

Administrative Climate and Novices' Intent to Remain Teaching

ERIC Educational Resources Information Center

Pogodzinski, Ben; Youngs, Peter; Frank, Kenneth A.; Belman, Dale

2012-01-01

Using survey data from novice teachers at the elementary and middle school level across 11 districts, multilevel logistic regressions were estimated to examine the association between novices' perceptions of the administrative climate and their desire to remain teaching within their schools. We find that the probability that a novice teacher…

Urban Climate Change Resilience as a Teaching Tool for a STEM Summer Bridge Program

NASA Astrophysics Data System (ADS)

Rosenzweig, B.; Vorosmarty, C. J.; Socha, A.; Corsi, F.

2015-12-01

Community colleges have been identified as important gateways for the United States' scientific workforce development. However, students who begin their higher education at community colleges often face barriers to developing the skills needed for higher-level STEM careers, including basic training in mathematics, programming, analytical problem solving, and cross-disciplinary communication. As part of the Business Higher Education Forum's Undergraduate STEM Interventions in Industry (USI2) Consortium, we are developing a summer bridge program for students in STEM fields transferring from community college to senior (4-year) colleges at the City University of New York. Our scientific research on New York City climate change resilience will serve as the foundation for the bridge program curriculum. Students will be introduced to systems thinking and improve their analytical skills through guided problem-solving exercises using the New York City Climate Change Resilience Indicators Database currently being developed by the CUNY Environmental Crossroads Initiative. Students will also be supported in conducting an introductory, independent research project using the database. The interdisciplinary nature of climate change resilience assessment will allow students to explore topics related to their STEM field of interest (i.e. engineering, chemistry, and health science), while working collaboratively across disciplines with their peers. We hope that students that participate in the bridge program will continue with their research projects through their tenure at senior colleges, further enhancing their academic training, while actively contributing to the study of urban climate change resilience. The effectiveness of this approach will be independently evaluated by NORC at the University of Chicago, as well as through internal surveying and long-term tracking of participating student cohorts.

Climate Change Indicators

EPA Pesticide Factsheets

Presents information, charts and graphs showing measured climate changes across 40 indicators related to greenhouse gases, weather and climate, oceans, snow and ice, heath and society, and ecosystems.

When climate science became climate politics: British media representations of climate change in 1988.

PubMed

Jaspal, Rusi; Nerlich, Brigitte

2014-02-01

Climate change has become a pressing environmental concern for scientists, social commentators and politicians. Previous social science research has explored media representations of climate change in various temporal and geographical contexts. Through the lens of Social Representations Theory, this article provides a detailed qualitative thematic analysis of media representations of climate change in the 1988 British broadsheet press, given that this year constitutes an important juncture in this transition of climate change from the domain of science to that of the socio-political sphere. The following themes are outlined: (i) "Climate change: a multi-faceted threat"; (ii) "Collectivisation of threat"; (iii) "Climate change and the attribution of blame"; and (iv) "Speculative solutions to a complex socio-environmental problem." The article provides detailed empirical insights into the "starting-point" for present-day disputes concerning climate change and lays the theoretical foundations for tracking the continuities and discontinuities characterising social representations of climate change in the future.

Climate change: Cropping system changes and adaptations

USDA-ARS?s Scientific Manuscript database

Climate change impacts the life of every person; however, there is little comprehensive understanding of the direct and indirect effects of climate change on agriculture. Since our food, feed, fiber, and fruit is derived from agricultural systems, understanding the effects of changing temperature, p...

Our Changing Climate: A Brand New Way to Study Climate Science

NASA Astrophysics Data System (ADS)

Brey, J. A.; Kauffman, C.; Geer, I.; Nugnes, K. A.; Mills, E. W.

2014-12-01

Earth's climate is inherently variable, but is currently changing at rates unprecedented in recent Earth history. Human activity plays a major role in this change and is projected to do so well into the future. This is the stance taken in Our Changing Climate, the brand new climate science ebook from the American Meteorological Society (AMS). Our Changing Climate investigates Earth's climate system, explores humans' impact on it, and identifies actions needed in response to climate change. Released in August 2014, Our Changing Climate is the result of a year's worth of intensive research and writing, incorporating the latest scientific understandings of Earth's climate system from reports such as IPCC AR5 and the Third National Climate Assessment. To encourage additional exploration of climate science information, scientific literature, from which chapter content was derived, is cited at the conclusion of each chapter. In addition, Topic In Depth sections appear throughout each chapter and lead to more extensive information related to various topics. For example, a Topic In Depth in Chapter 11 describes the effect of climate extremes on ranching enterprises in Nebraska. Climate science is multi-disciplinary and therefore Our Changing Climate covers a breadth of topics. From understanding basic statistics and geospatial tools used to investigate Earth's climate system to examining the psychological and financial reasons behind climate change denial, the AMS believes that a multi-disciplinary approach is the most effective way to increase climate literacy. Our Changing Climate is part of the AMS Climate Studies course which is intended for undergraduate-level students. Other course materials include an eInvestigations Manual and access to the RealTime Climate Portal, both of which provide weekly activities corresponding to that week's chapter content. The RealTime Climate Portal also has links to climate data as well as societal interactions and climate policy

Climate change and One Health.

PubMed

Zinsstag, Jakob; Crump, Lisa; Schelling, Esther; Hattendorf, Jan; Maidane, Yahya Osman; Ali, Kadra Osman; Muhummed, Abdifatah; Umer, Abdurezak Adem; Aliyi, Ferzua; Nooh, Faisal; Abdikadir, Mohammed Ibrahim; Ali, Seid Mohammed; Hartinger, Stella; Mäusezahl, Daniel; de White, Monica Berger Gonzalez; Cordon-Rosales, Celia; Castillo, Danilo Alvarez; McCracken, John; Abakar, Fayiz; Cercamondi, Colin; Emmenegger, Sandro; Maier, Edith; Karanja, Simon; Bolon, Isabelle; de Castañeda, Rafael Ruiz; Bonfoh, Bassirou; Tschopp, Rea; Probst-Hensch, Nicole; Cissé, Guéladio

2018-06-01

The journal The Lancet recently published a countdown on health and climate change. Attention was focused solely on humans. However, animals, including wildlife, livestock and pets, may also be impacted by climate change. Complementary to the high relevance of awareness rising for protecting humans against climate change, here we present a One Health approach, which aims at the simultaneous protection of humans, animals and the environment from climate change impacts (climate change adaptation). We postulate that integrated approaches save human and animal lives and reduce costs when compared to public and animal health sectors working separately. A One Health approach to climate change adaptation may significantly contribute to food security with emphasis on animal source foods, extensive livestock systems, particularly ruminant livestock, environmental sanitation, and steps towards regional and global integrated syndromic surveillance and response systems. The cost of outbreaks of emerging vector-borne zoonotic pathogens may be much lower if they are detected early in the vector or in livestock rather than later in humans. Therefore, integrated community-based surveillance of zoonoses is a promising avenue to reduce health effects of climate change.

Climate change and One Health

PubMed Central

Crump, Lisa; Schelling, Esther; Hattendorf, Jan; Maidane, Yahya Osman; Ali, Kadra Osman; Muhummed, Abdifatah; Umer, Abdurezak Adem; Aliyi, Ferzua; Nooh, Faisal; Abdikadir, Mohammed Ibrahim; Ali, Seid Mohammed; Hartinger, Stella; Mäusezahl, Daniel; de White, Monica Berger Gonzalez; Cordon-Rosales, Celia; Castillo, Danilo Alvarez; McCracken, John; Abakar, Fayiz; Cercamondi, Colin; Emmenegger, Sandro; Maier, Edith; Karanja, Simon; Bolon, Isabelle; de Castañeda, Rafael Ruiz; Bonfoh, Bassirou; Tschopp, Rea; Probst-Hensch, Nicole; Cissé, Guéladio

2018-01-01

Abstract The journal The Lancet recently published a countdown on health and climate change. Attention was focused solely on humans. However, animals, including wildlife, livestock and pets, may also be impacted by climate change. Complementary to the high relevance of awareness rising for protecting humans against climate change, here we present a One Health approach, which aims at the simultaneous protection of humans, animals and the environment from climate change impacts (climate change adaptation). We postulate that integrated approaches save human and animal lives and reduce costs when compared to public and animal health sectors working separately. A One Health approach to climate change adaptation may significantly contribute to food security with emphasis on animal source foods, extensive livestock systems, particularly ruminant livestock, environmental sanitation, and steps towards regional and global integrated syndromic surveillance and response systems. The cost of outbreaks of emerging vector-borne zoonotic pathogens may be much lower if they are detected early in the vector or in livestock rather than later in humans. Therefore, integrated community-based surveillance of zoonoses is a promising avenue to reduce health effects of climate change. PMID:29790983

Deducing Climatic Elasticity to Assess Projected Climate Change Impacts on Streamflow Change across China

NASA Astrophysics Data System (ADS)

Liu, Jianyu; Zhang, Qiang; Zhang, Yongqiang; Chen, Xi; Li, Jianfeng; Aryal, Santosh K.

2017-10-01

Climatic elasticity has been widely applied to assess streamflow responses to climate changes. To fully assess impacts of climate under global warming on streamflow and reduce the error and uncertainty from various control variables, we develop a four-parameter (precipitation, catchment characteristics n, and maximum and minimum temperatures) climatic elasticity method named PnT, based on the widely used Budyko framework and simplified Makkink equation. We use this method to carry out the first comprehensive evaluation of the streamflow response to potential climate change for 372 widely spread catchments in China. The PnT climatic elasticity was first evaluated for a period 1980-2000, and then used to evaluate streamflow change response to climate change based on 12 global climate models under Representative Concentration Pathway 2.6 (RCP2.6) and RCP 8.5 emission scenarios. The results show that (1) the PnT climatic elasticity method is reliable; (2) projected increasing streamflow takes place in more than 60% of the selected catchments, with mean increments of 9% and 15.4% under RCP2.6 and RCP8.5 respectively; and (3) uncertainties in the projected streamflow are considerable in several regions, such as the Pearl River and Yellow River, with more than 40% of the selected catchments showing inconsistent change directions. Our results can help Chinese policy makers to manage and plan water resources more effectively, and the PnT climatic elasticity should be applied to other parts of the world.

A Study of Teacher Candidates' Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

NASA Astrophysics Data System (ADS)

Hestness, Emily; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili

2011-06-01

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates' drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants' experiences. Findings suggest potential positive impacts on teacher candidates' content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.

How pre-service elementary teachers express emotions about climate change and related disciplinary ideas

NASA Astrophysics Data System (ADS)

Hufnagel, Elizabeth J.

As we face the challenges of serious environmental issues, science education has made a commitment to improving environmental literacy, in particular climate literacy (NRC, 2012; 2013). With an increased focus on climate change education in the United States, more research on the teaching and learning of this problem in science classrooms is occurring (e.g. Arslan, Cigdemoglu, & Moseley, 2012; Svihla & Linn, 2012). However, even though people experience a range of emotions about global problems like climate change (Hicks & Holden, 2007; Ojala, 2012; Rickinson, 2001), little attention is given to their emotions about the problem in science classrooms. Because emotions are evaluative (Boler, 1999; Keltner & Gross, 1999), they provided a lens for understanding how students engage personally with climate change. In this study, I drew from sociolinguistics, social psychology, and the sociology of emotions to examine a) the social interactions that allowed for emotional expressions to be constructed and b) the ways in which pre-service elementary teachers constructed emotional expressions about climate change in a science course. Three overall findings emerged: 1) emotions provided a means of understanding how students' conceptualized climate to be relevant to their lives, 2) emotional expressions and the aboutness of these expressions indicated that the students conceptualized climate change as distanced, both temporally and spatially, and 3) although most emotional constructions were distanced, there were multiple instances of emotional expressions in which students took climate change personally. Following a discussion of the findings, implications, limitations, and directions for future research are also described.

Climate change matters.

PubMed

Macpherson, Cheryl Cox

2014-04-01

One manifestation of climate change is the increasingly severe extreme weather that causes injury, illness and death through heat stress, air pollution, infectious disease and other means. Leading health organisations around the world are responding to the related water and food shortages and volatility of energy and agriculture prices that threaten health and health economics. Environmental and climate ethics highlight the associated challenges to human rights and distributive justice but rarely address health or encompass bioethical methods or analyses. Public health ethics and its broader umbrella, bioethics, remain relatively silent on climate change. Meanwhile global population growth creates more people who aspire to Western lifestyles and unrestrained socioeconomic growth. Fulfilling these aspirations generates more emissions; worsens climate change; and undermines virtues and values that engender appreciation of, and protections for, natural resources. Greater understanding of how virtues and values are evolving in different contexts, and the associated consequences, might nudge the individual and collective priorities that inform public policy toward embracing stewardship and responsibility for environmental resources necessary to health. Instead of neglecting climate change and related policy, public health ethics and bioethics should explore these issues; bring transparency to the tradeoffs that permit emissions to continue at current rates; and offer deeper understanding about what is at stake and what it means to live a good life in today's world.

Climate Change Education in the U.S. Affiliated Pacific Islands

NASA Astrophysics Data System (ADS)

Sussman, A.; Fletcher, C. H.; Sachs, J. P.

2013-12-01

The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai';i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). These Pacific Islands spread across 4.9 million square miles and include diverse indigenous cultures and languages. Many USAPI students live considerably below the poverty line. The Pacific Island region is projected to experience some of the most profound negative impacts considerably sooner than other regions. Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and honor indigenous cultures. Students and citizens within the region will have the knowledge and skills to advance their and our understanding of climate change, and to adapt to its impacts. The PCEP Strategic Plan incorporates a range of interconnected strategic goals grouped into four priority education areas: Climate Education Framework --Implement a next-generation Climate Education Framework that focuses on the content and skills necessary for understanding the science of global and Pacific island climates, as well as the adaptation to climate impacts in the USAPI region. Indigenous Knowledge and Practices --Gather appropriate local indigenous knowledge based on the cultural stories and traditional practices related to environmental stewardship, climate, and local climate adaptation strategies. Learning and Teaching--Enhance conditions for learning about climate change in K-14 classrooms with the CEF through college-based, credentialed climate education programs; professional learning opportunities for teachers; and increased teacher

Climate change and dead zones.

PubMed

Altieri, Andrew H; Gedan, Keryn B

2015-04-01

Estuaries and coastal seas provide valuable ecosystem services but are particularly vulnerable to the co-occurring threats of climate change and oxygen-depleted dead zones. We analyzed the severity of climate change predicted for existing dead zones, and found that 94% of dead zones are in regions that will experience at least a 2 °C temperature increase by the end of the century. We then reviewed how climate change will exacerbate hypoxic conditions through oceanographic, ecological, and physiological processes. We found evidence that suggests numerous climate variables including temperature, ocean acidification, sea-level rise, precipitation, wind, and storm patterns will affect dead zones, and that each of those factors has the potential to act through multiple pathways on both oxygen availability and ecological responses to hypoxia. Given the variety and strength of the mechanisms by which climate change exacerbates hypoxia, and the rates at which climate is changing, we posit that climate change variables are contributing to the dead zone epidemic by acting synergistically with one another and with recognized anthropogenic triggers of hypoxia including eutrophication. This suggests that a multidisciplinary, integrated approach that considers the full range of climate variables is needed to track and potentially reverse the spread of dead zones. © 2014 John Wiley & Sons Ltd.

Climate change; Confronting the global experiment

Treesearch

Constance I. Millar

2006-01-01

Earth’s natural climate system is characterized by continually changing climates, with climate regimes that oscillate quasi-cyclically at multiple and nested scales from annual to multi-millennial, and commonly change abruptly. Under naturally changing climates, plant species track changes at all scales in individualistic manner, with plant communities...

Cognitive-based approach in teaching 1st year Physics for Life Sciences, including Atmospheric Physics and Climate Change components

NASA Astrophysics Data System (ADS)

Petelina, S. V.

2009-12-01

Most 1st year students who take the service course in Physics - Physics for Life Sciences - in Australia encounter numerous problems caused by such factors as no previous experience with this subject; general perception that Physics is hard and only very gifted people are able to understand it; lack of knowledge of elementary mathematics; difficulties encountered by lecturers in teaching university level Physics to a class of nearly 200 students with no prior experience, diverse and sometime disadvantageous backgrounds, different majoring areas, and different learning abilities. As a result, many students either drop, or fail the subject. In addition, many of those who pass develop a huge dislike towards Physics, consider the whole experience as time wasted, and spread this opinion among their peers and friends. The above issues were addressed by introducing numerous changes to the curriculum and modifying strategies and approaches in teaching Physics for Life Sciences. Instead of a conventional approach - teaching Physics from simple to complicated, topic after topic, the students were placed in the world of Physics in the same way as a newborn child is introduced to this world - everything is seen all the time and everywhere. That created a unique environment where a bigger picture and all details were always present and interrelated. Numerous concepts of classical and modern physics were discussed, compared, and interconnected all the time with “Light” being a key component. Our primary field of research is Atmospheric Physics, in particular studying the atmospheric composition and structure using various satellite and ground-based data. With this expertise and also inspired by an increasing importance of training a scientifically educated generation who understands the challenges of the modern society and responsibilities that come with wealth, a new section on environmental physics has been developed. It included atmospheric processes and the greenhouse

Innovative Interactive Visitor Experiences Focused on Climate Change

NASA Astrophysics Data System (ADS)

Lettvin, E. E.

2011-12-01

the regional climate research community are showcased during regularly scheduled 'scientist spotlights' and 'research weekends'. Additional climate programs were developed targeting high school students. During the summer of 2010, 10 participants in a teen development program had summer internships with climate researchers working in horticulture, policy, arctic science and geology. The following fall, the teens hosted 4 'Family Climate Workshops' at community centers around Seattle. For these events, the teens developed hands-on activities and posters showcasing the climate research focus of their internships. These events were held in collaboration with the 'Cool School Challenge', a program that teaches how to conduct a greenhouse gas inventory and develop a corresponding action plan. The program culminated in the convening of the first 'High School Climate Change Symposium', held at Pacific Science Center. Nearly 200 teens attended on-site, and hundreds more live-streamed the event. The Symposium consisted of two panels: one focused on the scientific underpinnings of climate change and one focused on policies and implications. This innovative program provided a rare opportunity for teens to directly ask experts questions about climate change and its implications.

Using Just in Time Teaching in a Global Climate Change Course to Address Misconceptions

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2013-12-01

Just in Time Teaching (JiTT) is employed in an introductory Global Climate Change college course with the intention of addressing common misconceptions and climate myths. Students enter the course with a variety of prior knowledge and opinions on global warming, and JiTT can be used as a constructivist pedagogical approach to make use of this prior knowledge. Students are asked to watch a short video or do a reading, sometimes screen capture videos created by the professor as review of material from the previous class, a video available on the web from NASA or NOAA, for example, or a reading from an online article or their textbook. After the video or reading, students answer a question carefully designed to pry at a common misconception, or simply are asked for the 'muddiest point' that remains on the concept. This assignment is done the night before class using a web program. The program aggregates the answers in an organized way so the professor can use the answers to design the day's lesson to address common misconceptions or concerns students displayed in their answers, as well as quickly assign participation credit to students who completed the assignment. On the other hand, if students display that they have already mastered the material, the professor can confidently move on to the next concept. The JiTT pedagogical method personalizes each lecture period to the students in that particular class for maximum efficiency while catching and fixing misconceptions in a timely manner. This technique requires students to spend time with the material outside of class, acts as review of important concepts, and increases engagement in class due to the personalization of the course. Evaluation results from use of this technique will be presented. Examples of successful JiTT videos, questions, student answers, and techniques for addressing misconceptions during lecture will also be presented with the intention that instructors can easily apply this technique to their

Climate Change and Health

MedlinePlus

... Home / News / Fact sheets / Detail WHO /A. Craggs Climate change and health 1 February 2018 ","datePublished":"2018-02- ... in improved health, particularly through reduced air pollution. Climate change Over the last 50 years, human activities – particularly ...

Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

2013-12-01

The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators

USDA Southwest climate hub for climate change

USDA-ARS?s Scientific Manuscript database

The USDA Southwest (SW) Climate Hub was created in February 2014 to develop risk adaptation and mitigation strategies for coping with climate change effects on agricultural productivity. There are seven regional hubs across the country with three subsidiary hubs. The SW Climate Hub Region is made up...

Climate change and the biosphere

Treesearch

F. Stuart Chapin

2008-01-01

Scientific assessments now clearly demonstrate the ecologic and societal consequences of human induced climate change, as detailed by the most recent Intergovernmental Panel on Climate Change (IPCC) report. Global warming spells danger for Earth's biomes, which in turn play an important role in climate change. On the following pages, you will read about some of...

EdGCM: Research Tools for Training the Climate Change Generation

NASA Astrophysics Data System (ADS)

Chandler, M. A.; Sohl, L. E.; Zhou, J.; Sieber, R.

2011-12-01

further increase the educational potential of climate models, the EdGCM project has also created "EZgcm". Through a joint venture of NASA, Columbia University and McGill University EZgcm moves the focus toward a greater use of Web 1.0 and Web 2.0-based technologies. It shifts the educational objectives towards a greater emphasis on teaching students how science is conducted and what role science plays in assessing climate change. That is, students learn about the steps of the scientific process as conveyed by climate modeling research: constructing a hypothesis, designing an experiment, running a computer model, using scientific visualization to support analysis, communicating the results of that analysis, and role playing the scientific peer review process. This is in stark contrast to what they learn from the political debate over climate change, which they often confuse with a scientific debate.

Conflict in a changing climate

NASA Astrophysics Data System (ADS)

Carleton, T.; Hsiang, S. M.; Burke, M.

2016-05-01

A growing body of research illuminates the role that changes in climate have had on violent conflict and social instability in the recent past. Across a diversity of contexts, high temperatures and irregular rainfall have been causally linked to a range of conflict outcomes. These findings can be paired with climate model output to generate projections of the impact future climate change may have on conflicts such as crime and civil war. However, there are large degrees of uncertainty in such projections, arising from (i) the statistical uncertainty involved in regression analysis, (ii) divergent climate model predictions, and (iii) the unknown ability of human societies to adapt to future climate change. In this article, we review the empirical evidence of the climate-conflict relationship, provide insight into the likely extent and feasibility of adaptation to climate change as it pertains to human conflict, and discuss new methods that can be used to provide projections that capture these three sources of uncertainty.

Changes in future fire regimes under climate change

NASA Astrophysics Data System (ADS)

Thonicke, Kirsten; von Bloh, Werner; Lutz, Julia; Knorr, Wolfgang; Wu, Minchao; Arneth, Almut

2013-04-01

Fires are expected to change under future climate change, climatic fire is is increasing due to increase in droughts and heat waves affecting vegetation productivity and ecosystem function. Vegetation productivity influences fuel production, but can also limit fire spread. Vegetation-fire models allow investigating the interaction between wildfires and vegetation dynamics, thus non-linear effects between changes in fuel composition and production on fire as well as changes in fire regimes on fire-related plant mortality and fuel combustion. Here we present results from simulation experiments, where the vegetation-fire models LPJmL-SPITFIRE and LPJ-GUESS are applied to future climate change scenarios from regional climate models in Europe and Northern Africa. Climate change impacts on fire regimes, vegetation dynamics and carbon fluxes are quantified and presented. New fire-prone regions are mapped and changes in fire regimes of ecosystems with a long-fire history are analyzed. Fuel limitation is likely to increase in Mediterranean-type ecosystems, indicating non-linear connection between increasing fire risk and fuel production. Increased warming in temperate ecosystems in Eastern Europe and continued fuel production leads to increases not only in climatic fire risk, but also area burnt and biomass burnt. This has implications for fire management, where adaptive capacity to this new vulnerability might be limited.

Climate Change Through a Poverty Lens

NASA Astrophysics Data System (ADS)

Rozenberg, J.; Hallegatte, S.

2017-12-01

Analysis of the economic impact of climate change typically considers regional or national economies and assesses its impact on macroeconomic aggregates such as gross domestic product. These studies therefore do not investigate the distributional impacts of climate change within countries or the impacts on poverty. This Perspective aims to close this gap and provide an assessment of climate change impacts at the household level to investigate the consequences of climate change for poverty and for poor people. It does so by combining assessments of the physical impacts of climate change in various sectors with household surveys. In particular, it highlights how rapid and inclusive development can reduce the future impact of climate change on poverty.

Climate change through a poverty lens

NASA Astrophysics Data System (ADS)

Hallegatte, Stephane; Rozenberg, Julie

2017-04-01

Analysis of the economic impact of climate change typically considers regional or national economies and assesses its impact on macroeconomic aggregates such as gross domestic product. These studies therefore do not investigate the distributional impacts of climate change within countries or the impacts on poverty. This Perspective aims to close this gap and provide an assessment of climate change impacts at the household level to investigate the consequences of climate change for poverty and for poor people. It does so by combining assessments of the physical impacts of climate change in various sectors with household surveys. In particular, it highlights how rapid and inclusive development can reduce the future impact of climate change on poverty.

Genetics of climate change adaptation.

PubMed

Franks, Steven J; Hoffmann, Ary A

2012-01-01

The rapid rate of current global climate change is having strong effects on many species and, at least in some cases, is driving evolution, particularly when changes in conditions alter patterns of selection. Climate change thus provides an opportunity for the study of the genetic basis of adaptation. Such studies include a variety of observational and experimental approaches, such as sampling across clines, artificial evolution experiments, and resurrection studies. These approaches can be combined with a number of techniques in genetics and genomics, including association and mapping analyses, genome scans, and transcription profiling. Recent research has revealed a number of candidate genes potentially involved in climate change adaptation and has also illustrated that genetic regulatory networks and epigenetic effects may be particularly relevant for evolution driven by climate change. Although genetic and genomic data are rapidly accumulating, we still have much to learn about the genetic architecture of climate change adaptation.

Accounting for multiple climate components when estimating climate change exposure and velocity

USGS Publications Warehouse

Nadeau, Christopher P.; Fuller, Angela K.

2015-01-01

The effect of anthropogenic climate change on organisms will likely be related to climate change exposure and velocity at local and regional scales. However, common methods to estimate climate change exposure and velocity ignore important components of climate that are known to affect the ecology and evolution of organisms.We develop a novel index of climate change (climate overlap) that simultaneously estimates changes in the means, variation and correlation between multiple weather variables. Specifically, we estimate the overlap between multivariate normal probability distributions representing historical and current or projected future climates. We provide methods for estimating the statistical significance of climate overlap values and methods to estimate velocity using climate overlap.We show that climates have changed significantly across 80% of the continental United States in the last 32 years and that much of this change is due to changes in the variation and correlation between weather variables (two statistics that are rarely incorporated into climate change studies). We also show that projected future temperatures are predicted to be locally novel (<1·5% overlap) across most of the global land surface and that exposure is likely to be highest in areas with low historical climate variation. Last, we show that accounting for changes in the variation and correlation between multiple weather variables can dramatically affect velocity estimates; mean velocity estimates in the continental United States were between 3·1 and 19·0 km yr−1when estimated using climate overlap compared to 1·4 km yr−1 when estimated using traditional methods.Our results suggest that accounting for changes in the means, variation and correlation between multiple weather variables can dramatically affect estimates of climate change exposure and velocity. These climate components are known to affect the ecology and evolution of organisms, but are ignored by most measures

Capturing Tweets on Climate Change: What is the role of Twitter in Climate Change Communication?

NASA Astrophysics Data System (ADS)

Ngo, A. M.; McNeal, K.; Luginbuhl, S.; Enteen, J.

2015-12-01

Climate change is a major environmental issue that is often discussed throughout the world using social media outlets such as Twitter. This research followed and collected tweets about climate change as they related to two events: (i) the June 18, 2015 release of the Encyclical by Pope Francis which included content about climate change and (ii) the upcoming COP21 conference, a United Nations climate change conference, to be held on Dec. 7-8, 2015 in Paris. Using a Twitter account and Ncapture we were able to collect tens of thousands of climate change related tweets that were then loaded into a program called Nvivo which stored the tweets and associated publically available user information. We followed a few major hashtags such as COP21, UNFCCC, @climate, and the Pope. We examined twitter users, the information sources, locations, number of re-tweets, and frequency of tweets as well as the category of the tweet in regard to positive, negative, and neutral positions about climate. Frequency analysis of tweets over a 10 day period of the Encyclical event showed that ~200 tweets per day were made prior to the event, with ~1000 made on the day of the event, and ~100 per day following the event. For the COP21 event, activity ranged from 2000-3000 tweets per day. For the Encyclical event, an analysis of 1100 tweets on the day of release indicated that 47% of the tweets had a positive perspective about climate change, 50% were neutral, 1% negative, and 2% were unclear. For the COP21 event, an analysis of 342 tweets randomly sampled from 31,721 tweets, showed that 53% of the tweets had a positive perspective about climate change, 12% were neutral, 13% negative, and 22% were unclear. Differences in the frequency and perspectives of tweets were likely due to the nature of the events, one a long-term and recurring international event and the other a single international religious-oriented event. We tabulated the top 10 tweets about climate change as they relate to these two

Global Climate Change Pilot Course Project

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region

Climate change and children's health.

PubMed

Bernstein, Aaron S; Myers, Samuel S

2011-04-01

To present the latest data that demonstrate how climate change affects children's health and to identify the principal ways in which climate change puts children's health at risk. Data continue to emerge that further implicate climate change as contributing to health burdens in children. Climate models have become even more sophisticated and consistently forecast that greenhouse gas emissions will lead to higher mean temperatures that promote more intense storms and droughts, both of which have profound implications for child health. Recent climate models shed light upon the spread of vector-borne disease, including Lyme disease in North America and malaria in Africa. Modeling studies have found that conditions conducive to forest fires, which generate harmful air pollutants and damage agriculture, are likely to become more prevalent in this century due to the effects of greenhouse gases added to earth's atmosphere. Through many pathways, and in particular via placing additional stress upon the availability of food, clean air, and clean water and by potentially expanding the burden of disease from certain vector-borne diseases, climate change represents a major threat to child health. Pediatricians have already seen and will increasingly see the adverse health effects of climate change in their practices. Because of this, and many other reasons, pediatricians have a unique capacity to help resolve the climate change problem.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Examining the potential impacts of climate change on international security: EU-Africa partnership on climate change.

PubMed

Dodo, Mahamat K

2014-01-01

Climate Change like many global problems nowadays is recognized as a threat to the international security and cooperation. In theoretical terms, it is being securitized and included in the traditional security studies. Climate change and its accompanying environmental degradation are perceived to be a threat that can have incalculable consequences on the international community. The consequences are said to have more effects in small island developing nations and Africa where many States are fragile and overwhelmed with mounting challenges. In recent years, the security implications of the climate change are being addressed from national, regional and multilateral level. Against this backdrop, this paper intends to contribute to the debate on climate change and international security and present a broader perspective on the discussion. The paper will draw from the EU-Africa partnership on climate change and is structured as follows: the first part introduces the background of the international climate change policy and its securitization, the second part covers the EU-Africa relations and EU-Africa partnership on climate change, and the third part discusses the Congo Basin Forest Partnership as a concrete example of EU-Africa Partnership on Climate Change. Lastly, the paper concludes by drawing some conclusions and offers some policy perspectives and recommendations. Q54; 055; 052; 01;

Teaching About CO2 as a Climate Regulator During the Phanerozoic and Today

NASA Astrophysics Data System (ADS)

St John, K. K.; Krissek, L. A.; Jones, M. H.; Leckie, R. M.; Pound, K. S.

2010-12-01

being classroom tested, and is part of a larger undergraduate curriculum called “Building Core Knowledge - Reconstructing Earth History”, which uses authentic data to teach anchor concepts of climate change through sediment core archives (NSF Grant # 0737335).

Climate Change: Good for Us?

ERIC Educational Resources Information Center

Oblak, Jackie

2000-01-01

Presents an activity with the objective of encouraging students to think about the effects of climate change. Explains background information on dependence to climate and discuses whether climate change is important. Provides information for the activity, extensions, and evaluation. (YDS)

Politics of climate change belief

NASA Astrophysics Data System (ADS)

2017-01-01

Donald Trump's actions during the election and his first weeks as US president-elect send a strong message about his belief in climate change, or lack thereof. However, these actions may reflect polarization of climate change beliefs, not climate mitigation behaviour.

Psychological research and global climate change

NASA Astrophysics Data System (ADS)

Clayton, Susan; Devine-Wright, Patrick; Stern, Paul C.; Whitmarsh, Lorraine; Carrico, Amanda; Steg, Linda; Swim, Janet; Bonnes, Mirilia

2015-07-01

Human behaviour is integral not only to causing global climate change but also to responding and adapting to it. Here, we argue that psychological research should inform efforts to address climate change, to avoid misunderstandings about human behaviour and motivations that can lead to ineffective or misguided policies. We review three key research areas: describing human perceptions of climate change; understanding and changing individual and household behaviour that drives climate change; and examining the human impacts of climate change and adaptation responses. Although much has been learned in these areas, we suggest important directions for further research.

Eye tracking and climate change: How is climate literacy information processed?

NASA Astrophysics Data System (ADS)

Williams, C. C.; McNeal, K. S.

2011-12-01

The population of the Southeastern United States is perceived to be resistant to information regarding global climate change. The Climate Literacy Partnership in the Southeast (CLiPSE) project was formed to provide a resource for climate science information. As part of this project, we are evaluating the way that education materials influence the interpretation of climate change related information. At Mississippi State University, a study is being conducted examining how individuals from the Southeastern United States process climate change information and whether or not the interaction with such information impacts the interpretation of subsequent climate change related information. By observing the patterns both before and after an educational intervention, we are able to evaluate the effectiveness of the climate change information on an individual's interpretation of related information. Participants in this study view figures describing various types of climate change related information (CO2 emissions, sea levels, etc.) while their eye movements are tracked to determine a baseline for the way that they process this type of graphical data. Specifically, we are examining time spent viewing and number of fixations on critical portions of the figures prior to exposure to an educational document on climate change. Following the baseline period, we provide participants with portions of a computerized version of Climate Literacy: The Essential Principles of Climate Sciences that the participants read at their own pace while their eye movements are monitored. Participants are told that they will be given a test on the material after reading the resource. After reading the excerpt, participants are presented with a new set of climate change related figures to interpret (with eye tracking) along with a series of questions regarding information contained in the resource. We plan to evaluate changes that occur in the way that climate change related information is

Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

NASA Astrophysics Data System (ADS)

Sezen-Barrie, A.; Wolfson, J.

2015-12-01

An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.

Climate Trends and Farmers' Perceptions of Climate Change in Zambia.

PubMed

Mulenga, Brian P; Wineman, Ayala; Sitko, Nicholas J

2017-02-01

A number of studies use meteorological records to analyze climate trends and assess the impact of climate change on agricultural yields. While these provide quantitative evidence on climate trends and the likely effects thereof, they incorporate limited qualitative analysis of farmers' perceptions of climate change and/or variability. The present study builds on the quantitative methods used elsewhere to analyze climate trends, and in addition compares local narratives of climate change with evidence found in meteorological records in Zambia. Farmers offer remarkably consistent reports of a rainy season that is growing shorter and less predictable. For some climate parameters-notably, rising average temperature-there is a clear overlap between farmers' observations and patterns found in the meteorological records. However, the data do not support the perception that the rainy season used to begin earlier, and we generally do not detect a reported increase in the frequency of dry spells. Several explanations for these discrepancies are offered. Further, we provide policy recommendations to help farmers adapt to climate change/variability, as well as suggestions to shape future climate change policies, programs, and research in developing countries.

Maritime Archaeology and Climate Change: An Invitation

NASA Astrophysics Data System (ADS)

Wright, Jeneva

2016-12-01

Maritime archaeology has a tremendous capacity to engage with climate change science. The field is uniquely positioned to support climate change research and the understanding of past human adaptations to climate change. Maritime archaeological data can inform on environmental shifts and submerged sites can serve as an important avenue for public outreach by mobilizing public interest and action towards understanding the impacts of climate change. Despite these opportunities, maritime archaeologists have not fully developed a role within climate change science and policy. Moreover, submerged site vulnerabilities stemming from climate change impacts are not yet well understood. This article discusses potential climate change threats to maritime archaeological resources, the challenges confronting cultural resource managers, and the contributions maritime archaeology can offer to climate change science. Maritime archaeology's ability to both support and benefit from climate change science argues its relevant and valuable place in the global climate change dialogue, but also reveals the necessity for our heightened engagement.

Malaria ecology and climate change

NASA Astrophysics Data System (ADS)

McCord, G. C.

2016-05-01

Understanding the costs that climate change will exact on society is crucial to devising an appropriate policy response. One of the channels through while climate change will affect human society is through vector-borne diseases whose epidemiology is conditioned by ambient ecology. This paper introduces the literature on malaria, its cost on society, and the consequences of climate change to the physics community in hopes of inspiring synergistic research in the area of climate change and health. It then demonstrates the use of one ecological indicator of malaria suitability to provide an order-of-magnitude assessment of how climate change might affect the malaria burden. The average of Global Circulation Model end-of-century predictions implies a 47% average increase in the basic reproduction number of the disease in today's malarious areas, significantly complicating malaria elimination efforts.

Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

NASA Astrophysics Data System (ADS)

Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

2017-12-01

scalable professional development programming to facilitate systemic changes in the teaching and learning about climate and global change. We are establishing a diverse community of scientists and educators across the country that are using these tools, and plan to create local networks supported by UGC staff and partners.

Creationism & Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Newton, S.

2009-12-01

Although creationists focus on the biological sciences, recently creationists have also expanded their attacks to include the earth sciences, especially on the topic of climate change. The creationist effort to deny climate change, in addition to evolution and radiometric dating, is part of a broader denial of the methodology and validity of science itself. Creationist misinformation can pose a serious problem for science educators, who are further hindered by the poor treatment of the earth sciences and climate change in state science standards. Recent changes to Texas’ science standards, for example, require that students learn “different views on the existence of global warming.” Because of Texas’ large influence on the national textbook market, textbooks presenting non-scientific “different views” about climate change—or simply omitting the subject entirely because of the alleged “controversy”—could become part of K-12 classrooms across the country.

Building Systems from Scratch: an Exploratory Study of Students Learning About Climate Change

NASA Astrophysics Data System (ADS)

Puttick, Gillian; Tucker-Raymond, Eli

2018-01-01

Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. This qualitative study aimed to explore the representational choices the girls made as they took up aspects of climate change systems and modeled them in their games. Evidence points to the ways in which designing games about climate science fostered emergent systems thinking and engagement in modeling practices as learners chose what to represent in their games, grappled with the realism of their respective representations, and modeled interactions among systems components. Given the girls' levels of programming skill, parts of systems were more tractable to create than others. The educational purpose of the games was important to the girls' overall design experience, since it influenced their choice of topic, and challenged their emergent understanding of climate change as a systems problem.

Climate Change and Collective Violence.

PubMed

Levy, Barry S; Sidel, Victor W; Patz, Jonathan A

2017-03-20

Climate change is causing increases in temperature, changes in precipitation and extreme weather events, sea-level rise, and other environmental impacts. It is also causing or contributing to heat-related disorders, respiratory and allergic disorders, infectious diseases, malnutrition due to food insecurity, and mental health disorders. In addition, increasing evidence indicates that climate change is causally associated with collective violence, generally in combination with other causal factors. Increased temperatures and extremes of precipitation with their associated consequences, including resultant scarcity of cropland and other key environmental resources, are major pathways by which climate change leads to collective violence. Public health professionals can help prevent collective violence due to climate change (a) by supporting mitigation measures to reduce greenhouse gas emissions, (b) by promoting adaptation measures to address the consequences of climate change and to improve community resilience, and (c) by addressing underlying risk factors for collective violence, such as poverty and socioeconomic disparities.

Vegetation zones in changing climate

NASA Astrophysics Data System (ADS)

Belda, Michal; Holtanova, Eva; Halenka, Tomas; Kalvova, Jaroslava

2017-04-01

Climate patterns analysis can be performed for individual climate variables separately or the data can be aggregated using e.g. some kind of climate classification. These classifications usually correspond to vegetation distribution in the sense that each climate type is dominated by one vegetation zone or eco-region. Thus, the Köppen-Trewartha classification provides integrated assessment of temperature and precipitation together with their annual cycle as well. This way climate classifications also can be used as a convenient tool for the assessment and validation of climate models and for the analysis of simulated future climate changes. The Köppen-Trewartha classification is applied on full CMIP5 family of more than 40 GCM simulations and CRU dataset for comparison. This evaluation provides insight on the GCM performance and errors for simulations of the 20th century climate. Common regions are identified, such as Australia or Amazonia, where many state-of-the-art models perform inadequately. Moreover, the analysis of the CMIP5 ensemble for future under RCP 4.5 and RCP 8.5 is performed to assess the climate change for future. There are significant changes for some types in most models e.g. increase of savanna and decrease of tundra for the future climate. For some types significant shifts in latitude can be seen when studying their geographical location in selected continental areas, e.g. toward higher latitudes for boreal climate. Quite significant uncertainty can be seen for some types. For Europe, EuroCORDEX results for both 0.11 and 0.44 degree resolution are validated using Köppen-Trewartha types in comparison to E-OBS based classification. ERA-Interim driven simulations are compared to both present conditions of CMIP5 models as well as their downscaling by EuroCORDEX RCMs. Finally, the climate change signal assessment is provided using the individual climate types. In addition to the changes assessed similarly as for GCMs analysis in terms of the area

Adapting agriculture to climate change.

PubMed

Howden, S Mark; Soussana, Jean-François; Tubiello, Francesco N; Chhetri, Netra; Dunlop, Michael; Meinke, Holger

2007-12-11

The strong trends in climate change already evident, the likelihood of further changes occurring, and the increasing scale of potential climate impacts give urgency to addressing agricultural adaptation more coherently. There are many potential adaptation options available for marginal change of existing agricultural systems, often variations of existing climate risk management. We show that implementation of these options is likely to have substantial benefits under moderate climate change for some cropping systems. However, there are limits to their effectiveness under more severe climate changes. Hence, more systemic changes in resource allocation need to be considered, such as targeted diversification of production systems and livelihoods. We argue that achieving increased adaptation action will necessitate integration of climate change-related issues with other risk factors, such as climate variability and market risk, and with other policy domains, such as sustainable development. Dealing with the many barriers to effective adaptation will require a comprehensive and dynamic policy approach covering a range of scales and issues, for example, from the understanding by farmers of change in risk profiles to the establishment of efficient markets that facilitate response strategies. Science, too, has to adapt. Multidisciplinary problems require multidisciplinary solutions, i.e., a focus on integrated rather than disciplinary science and a strengthening of the interface with decision makers. A crucial component of this approach is the implementation of adaptation assessment frameworks that are relevant, robust, and easily operated by all stakeholders, practitioners, policymakers, and scientists.

Deliberation as Communication Instruction: A Study of a Climate Change Deliberation in an Introductory Biology Course

ERIC Educational Resources Information Center

Drury, Sara A. Mehltretter

2015-01-01

The author argues that deliberation is an innovative method for teaching communication skills, particularly group communication, in the undergraduate science, technology, engineering, and math (STEM) curriculum. A case study using a deliberation activity on global climate change in an introductory biology course demonstrates how deliberative…

Promoting Regionally-Based Climate Change Education through Collaborations with Formal and Informal Education Institutions

NASA Astrophysics Data System (ADS)

Stylinski, C.; Griswold, M.

2012-12-01

networking within and among these two groups. For example, we will lead joint workshops where K-12 teachers can share their in-depth understanding of climate change concepts and links to education standards, while free-choice-learning practitioners can provide their expertise in engaging diverse audiences and supporting more learner-centered teaching. Our resources will further support a formal-informal bridge by helping both groups of educators make climate change relevant to their audiences with local examples of impacts and ways to mitigate or adapt to these impacts. Our project includes design-based research, and thus we will examine how our professional development is translated into practice at different types of institutions and the impact of our approach on enhancing formal-informal education collaborations focused on climate change education.

European Master-Doctorate Course on "Vulnerability of Cultural Heritage to Climate Change"

NASA Astrophysics Data System (ADS)

Lefèvre, R.-A.

2009-04-01

« Vulnerability of Cultural Heritage to Climate Change », European Master-Doctorate Course, Council of Europe, Strasbourg 7-11 September 2009 The character of Cultural Heritage is closely related to the climate, and the urban landscape and the built heritage have been designed with the local climate in mind. The stability of Cultural Heritage is, therefore, closely tied to its interactions with the ground and the atmosphere. Climate Change is thus expected to have either catastrophic or subtle effects on Cultural Heritage materials and Cultural Landscapes. The major aim of the 2009 Strasbourg Course is to ensure that young European students are informed on these important problems and will be able in the future to undertake rigorous ongoing scientific monitoring of changes in conditions of Cultural Heritage. The Programme of the Course will cover the following topics: • Heritage Climatology • Principles of Mitigation and Adaptation of Cultural Heritage to Climate Change • Impact of Climate Change on building structures • Dose-Response and Damage Functions for materials in a Changing Climate • Modelling sea salts transport and deposition • Modelling wetting and drying of historic buildings • Impact of Climate Change on building materials: stone, mortar, modern glass, stained glass windows • Impact of Climate Change on organic materials • Biological impact of Climate Change on Cultural Heritage • Sea level rise models and possible application to Cultural Heritage • Past, present and future for Venice • The policies and action plans of International Organisations (Council of Europe, UNESCO, ICCROM) The Course is addressed to young people with scientific background: physicists, chemists, geologists, biologists, engineers, because of the high scientific level of the background required to follow the lectures. Teaching will be delivered in English without any simultaneous translation. The teachers belong to European Universities, National

U.S. Navy Climate Change Roadmap

DTIC Science & Technology

2010-04-01

Climate change is a national security challenge with strategic implications for the Navy. Climate change will lead to increased tensions in nations...with weak economies and political institutions. While climate change alone is not likely to lead to future conflict, it may be a contributing factor... Climate change is affecting, and will continue to affect, U.S. military installations and access to natural resources worldwide. It will affect the

iSeeChange: Crowdsourced Climate Change Reporting

NASA Astrophysics Data System (ADS)

Drapkin, J. K.

2012-12-01

Directly engaging local communities about their climate change experiences has never been more important. As weather and climate become more unpredictable, these experiences provide a baseline for community decisions, developing adaptation strategies, and planning for the future. Typically, climate change is documented in a top-down fashion: a scientist has a question, makes observations, and publishes a study; in the best case scenario, a journalist reports on the results; if there's time, a local anecdote is sought to put the results in a familiar context. iSeeChange, a public media project funded by the Corporation for Public Broadcasting, reports local environmental change in reverse and turns community questions and conversations with scientists into reported stories that promote opportunities to learn about climate change's affects on the environment and daily life. iSeeChange engages residents of the North Fork Valley region of western Colorado in a multiplatform conversation with scientists about how they perceive their environment is changing through the course of a year - season to season. By bringing together public radio, a mobile reporting and cellular engagement strategy, and a custom crowdsourcing multimedia platform, iSeeChange provides a central access point to collect observations (texts, photographs, voice recordings, and video), organize conversations and interviews with scientists, and report stories online and on air. In this way, iSeeChange is building a dynamic crowdsourced reservoir of information that can increase awareness of environmental problems and potentially disseminate useful information about climate change and successful adaptation strategies. Ultimately, by understanding the community's information needs in a localized question-driven context, the iSeeChange platform presents opportunities for the science community to better understand the value of information and develop better ways to tailor information for communities to use

Climate Change: From Science to Practice.

PubMed

Wheeler, Nicola; Watts, Nick

2018-03-01

Climate change poses a significant threat to human health. Understanding how climate science can be translated into public health practice is an essential first step in enabling robust adaptation and improving resiliency to climate change. Recent research highlights the importance of iterative approaches to public health adaptation to climate change, enabling uncertainties of health impacts and barriers to adaptation to be accounted for. There are still significant barriers to adaptation, which are context-specific and thus present unique challenges to public health practice. The implementation of flexible adaptation approaches, using frameworks targeted for public health, is key to ensuring robust adaptation to climate change in public health practice. The BRACE framework provides an excellent approach for health adaptation to climate change. Combining this with the insights provided and by the adaptation pathways approach allows for more deliberate accounting of long-term uncertainties. The mainstreaming of climate change adaptation into public health practice and planning is important in facilitating this approach and overcoming the significant barriers to effective adaptation. Yet, the immediate and future limits to adaptation provide clear justification for urgent and accelerated efforts to mitigate climate change.

Climate Change 2014: Technical Summary

USGS Publications Warehouse

Field, Chrisopher B.; Barros, Vicente; Mach, Katherine; Mastrandrea, Michael; van Aalst, Maarten; Adger, Niel; Arent, Douglas J; Barnett, Jonathan; Betts, Richard; Bilir, Eren; Birkmann, Joern; Carmin, Joann; Chadee, Dave; Challinor, Andrew; Chaterjee, Monalisa; Cramer, Wolfgang; Davidson, Debra; Estrada, Yuka; Gatusso, Jean-Pierre; Hijioka, Yasuakai; Yohe, Gary; Hiza, Margaret; Hoegh-Guldberg, Ove; Huang, He-Qing; Insarov, Gregory; Jones, Roger; Kovats, Sari; Lankao, Patricia Romero; Larsen, Joan Nymand; Losada, Iñigo; Marengo, José; McLean, Roger; Mearns, Linda; Mechler, Reinhard; Morton, John; Niang, Isabelle; Oki, Taikan; Olwoch, Jane Mukarugwiza; Opondo, Maggie; Poloczanska, Elvira; Pörtner, Hans -O.; Reisinger, Andy; Revi, Aromar; Schmidt, Daniela; Shaw, Rebecca; Solecki, William; Stone, Dáithí; Stone, John; Strzepek, Ken; Suarez, Avelino G.; Tschakert, Petra; Valentini, Riccardo; Vicuna, Sebastian; Villamizar, Alicia; Vincent, Katharine; Warren, Rachel; White, Leslie; Wilbanks, Thomas; Wong, Poh Poh

2014-01-01

Human interference with the climate system is occurring (WGI AR5 SPM Section D.3; WGI AR5 Sections 2.2, 6.3, 10.3 to 10.6, 10.9). Climate change poses risks for human and natural systems. The assessment of impacts, adaptation, and vulnerability in the Working Group II contribution to the IPCC’s Fifth Assessment Report (WGII AR5) evaluates how patterns of risks and potential benefits are shifting due to climate change. It considers how impacts and risks related to climate change can be reduced and managed through adaptation and mitigation. The report assesses needs, options, opportunities, constraints, resilience, limits, and other aspects associated with adaptation. It recognizes that risks of climate change will vary across regions and populations, through space and time, dependent on myriad factors including the extent of adaptation and mitigation. For the past 2 decades, IPCC’s Working Group II has developed assessments of climate change impacts, adaptation, and vulnerability. The WGII AR5 builds from the WGII contribution to the IPCC’s Fourth Assessment Report (WGII AR4), published in 2007, and the Special Report on Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SREX), published in 2012. It follows the Working Group I contribution to the AR5. The WGII AR5 is presented in two parts (Part A: Global and Sectoral Aspects, and Part B: Regional Aspects), reflecting the expanded literature basis and multidisciplinary approach, increased focus on societal impacts and responses, and continued regionally comprehensive coverage. [1.1 to 1.3] The number of scientific publications available for assessing climate change impacts, adaptation, and vulnerability more than doubled between 2005 and 2010, with especially rapid increases in publications related to adaptation, allowing for a more robust assessment that supports policymaking (high confidence). The diversity of the topics and regions covered has similarly expanded, as has

Feframing Climate Change for Environmental Health.

PubMed

Weems, Caitlin; Subramaniam, Prithwi Raj

2017-04-01

Repeated warnings by the scientific community on the dire consequences of climate change through global warming to the ecology and sustenance of our planet have not been give appropriate attention by the U.S. public. Research has shown that climate change is responsible for catastrophic weather occurrences--such as floods, tornadoes, hurricanes, and heat waves--resulting in environmental and public health issues. The purpose of this report is to examine factors influencing public views on climate change. Theoretical and political perspectives are examined to unpack opinions held by the public in the U.S. on climate change. The Health Belief Model is used as an example to showcase the efficacy of an individual behavior change program in providing the synergy to understand climate change at the microlevel. The concept of reframing is discussed as a strategy to alter how the public views climate change.

Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

NASA Astrophysics Data System (ADS)

Ford, D. J.

2013-12-01

indicate that preservice teachers show interest in teaching children basic environmental science and conservation, but less interest in climate change science. Implications for instructors of both education and science courses will be discussed. We argue that it is important to consider not just the content taught to preservice teachers to prepare them for science teaching, but the ways in which we engage their beliefs about that content in relation to their beliefs about the capabilities of elementary and middle school learners.

Hybrid Zones: Windows on Climate Change

PubMed Central

Larson, Erica L.; Harrison, Richard G.

2016-01-01

Defining the impacts of anthropogenic climate change on biodiversity and species distributions is currently a high priority. Niche models focus primarily on predicted changes in abiotic factors; however, species interactions and adaptive evolution will impact the ability of species to persist in the face of changing climate. Our review focuses on the use of hybrid zones to monitor species' responses to contemporary climate change. Monitoring hybrid zones provides insight into how range boundaries shift in response to climate change by illuminating the combined effects of species interactions and physiological sensitivity. At the same time, the semi-permeable nature of species boundaries allows us to document adaptive introgression of alleles associated with response to climate change. PMID:25982153

The Copernicus Climate Change Service (C3S): A European Answer to Climate Change

NASA Astrophysics Data System (ADS)

Thepaut, Jean-Noel

2016-04-01

Copernicus is the European Commission's flagship Earth observation programme that delivers freely accessible operational data and information services. ECMWF has been entrusted to operate two key parts of the Copernicus programme, which will bring a consistent standard to the measurement, forecasting and prediction of atmospheric conditions and climate change: • The Copernicus Atmosphere Monitoring Service, CAMS, provides daily forecasts detailing the makeup composition of the atmosphere from the ground up to the stratosphere. • The Copernicus Climate Change Service (C3S) (in development) will routinely monitor and analyse more than 20 essential climate variables to build a global picture of our climate, from the past to the future, as well as developing customisable climate indicators for relevant economic sectors, such as energy, water management, agriculture, insurance, health…. C3S has now taken off and a number of proof-of-concept sectoral climate services have been initiated. This paper will focus on the description and expected outcome of these proof-of-concept activities as well as the definition of a roadmap towards a fully operational European Climate Change Service.

Quantitative approaches in climate change ecology

PubMed Central

Brown, Christopher J; Schoeman, David S; Sydeman, William J; Brander, Keith; Buckley, Lauren B; Burrows, Michael; Duarte, Carlos M; Moore, Pippa J; Pandolfi, John M; Poloczanska, Elvira; Venables, William; Richardson, Anthony J

2011-01-01

Contemporary impacts of anthropogenic climate change on ecosystems are increasingly being recognized. Documenting the extent of these impacts requires quantitative tools for analyses of ecological observations to distinguish climate impacts in noisy data and to understand interactions between climate variability and other drivers of change. To assist the development of reliable statistical approaches, we review the marine climate change literature and provide suggestions for quantitative approaches in climate change ecology. We compiled 267 peer-reviewed articles that examined relationships between climate change and marine ecological variables. Of the articles with time series data (n = 186), 75% used statistics to test for a dependency of ecological variables on climate variables. We identified several common weaknesses in statistical approaches, including marginalizing other important non-climate drivers of change, ignoring temporal and spatial autocorrelation, averaging across spatial patterns and not reporting key metrics. We provide a list of issues that need to be addressed to make inferences more defensible, including the consideration of (i) data limitations and the comparability of data sets; (ii) alternative mechanisms for change; (iii) appropriate response variables; (iv) a suitable model for the process under study; (v) temporal autocorrelation; (vi) spatial autocorrelation and patterns; and (vii) the reporting of rates of change. While the focus of our review was marine studies, these suggestions are equally applicable to terrestrial studies. Consideration of these suggestions will help advance global knowledge of climate impacts and understanding of the processes driving ecological change.

Lakes as sentinels of climate change

PubMed Central

Adrian, Rita; O’Reilly, Catherine M.; Zagarese, Horacio; Baines, Stephen B.; Hessen, Dag O.; Keller, Wendel; Livingstone, David M.; Sommaruga, Ruben; Straile, Dietmar; Van Donk, Ellen; Weyhenmeyer, Gesa A.; Winder, Monika

2010-01-01

While there is a general sense that lakes can act as sentinels of climate change, their efficacy has not been thoroughly analyzed. We identified the key response variables within a lake that act as indicators of the effects of climate change on both the lake and the catchment. These variables reflect a wide range of physical, chemical, and biological responses to climate. However, the efficacy of the different indicators is affected by regional response to climate change, characteristics of the catchment, and lake mixing regimes. Thus, particular indicators or combinations of indicators are more effective for different lake types and geographic regions. The extraction of climate signals can be further complicated by the influence of other environmental changes, such as eutrophication or acidification, and the equivalent reverse phenomena, in addition to other land-use influences. In many cases, however, confounding factors can be addressed through analytical tools such as detrending or filtering. Lakes are effective sentinels for climate change because they are sensitive to climate, respond rapidly to change, and integrate information about changes in the catchment. PMID:20396409

Forest disturbances under climate change

NASA Astrophysics Data System (ADS)

Seidl, Rupert; Thom, Dominik; Kautz, Markus; Martin-Benito, Dario; Peltoniemi, Mikko; Vacchiano, Giorgio; Wild, Jan; Ascoli, Davide; Petr, Michal; Honkaniemi, Juha; Lexer, Manfred J.; Trotsiuk, Volodymyr; Mairota, Paola; Svoboda, Miroslav; Fabrika, Marek; Nagel, Thomas A.; Reyer, Christopher P. O.

2017-06-01

Forest disturbances are sensitive to climate. However, our understanding of disturbance dynamics in response to climatic changes remains incomplete, particularly regarding large-scale patterns, interaction effects and dampening feedbacks. Here we provide a global synthesis of climate change effects on important abiotic (fire, drought, wind, snow and ice) and biotic (insects and pathogens) disturbance agents. Warmer and drier conditions particularly facilitate fire, drought and insect disturbances, while warmer and wetter conditions increase disturbances from wind and pathogens. Widespread interactions between agents are likely to amplify disturbances, while indirect climate effects such as vegetation changes can dampen long-term disturbance sensitivities to climate. Future changes in disturbance are likely to be most pronounced in coniferous forests and the boreal biome. We conclude that both ecosystems and society should be prepared for an increasingly disturbed future of forests.

Forest disturbances under climate change

PubMed Central

Seidl, Rupert; Thom, Dominik; Kautz, Markus; Martin-Benito, Dario; Peltoniemi, Mikko; Vacchiano, Giorgio; Wild, Jan; Ascoli, Davide; Petr, Michal; Honkaniemi, Juha; Lexer, Manfred J.; Trotsiuk, Volodymyr; Mairota, Paola; Svoboda, Miroslav; Fabrika, Marek; Nagel, Thomas A.; Reyer, Christopher P. O.

2017-01-01

Forest disturbances are sensitive to climate. However, our understanding of disturbance dynamics in response to climatic changes remains incomplete, particularly regarding large-scale patterns, interaction effects and dampening feedbacks. Here we provide a global synthesis of climate change effects on important abiotic (fire, drought, wind, snow and ice) and biotic (insects and pathogens) disturbance agents. Warmer and drier conditions particularly facilitate fire, drought and insect disturbances, while warmer and wetter conditions increase disturbances from wind and pathogens. Widespread interactions between agents are likely to amplify disturbances, while indirect climate effects such as vegetation changes can dampen long-term disturbance sensitivities to climate. Future changes in disturbance are likely to be most pronounced in coniferous forests and the boreal biome. We conclude that both ecosystems and society should be prepared for an increasingly disturbed future of forests. PMID:28861124

Regional Climate Change Hotspots over Africa

NASA Astrophysics Data System (ADS)

Anber, U.

2009-04-01

Regional Climate Change Index (RCCI), is developed based on regional mean precipitation change, mean surface air temperature change, and change in precipitation and temperature interannual variability. The RCCI is a comparative index designed to identify the most responsive regions to climate change, or Hot- Spots. The RCCI is calculated for Seven land regions over North Africa and Arabian region from the latest set of climate change projections by 14 global climates for the A1B, A2 and B1 IPCC emission scenarios. The concept of climate change can be approaches from the viewpoint of vulnerability or from that of climate response. In the former case a Hot-Spot can be defined as a region for which potential climate change impacts on the environment or different activity sectors can be particularly pronounced. In the other case, a Hot-Spot can be defined as a region whose climate is especially responsive to global change. In particular, the characterization of climate change response-based Hot-Spot can provide key information to identify and investigate climate change Hot-Spots based on results from multi-model ensemble of climate change simulations performed by modeling groups from around the world as contributions to the Assessment Report of Intergovernmental Panel on Climate Change (IPCC). A Regional Climate Change Index (RCCI) is defined based on four variables: change in regional mean surface air temperature relative to the global average temperature change ( or Regional Warming Amplification Factor, RWAF ), change in mean regional precipitation ( , of present day value ), change in regional surface air temperature interannual variability ( ,of present day value), change in regional precipitation interannual variability ( , of present day value ). In the definition of the RCCI it is important to include quantities other than mean change because often mean changes are not the only important factors for specific impacts. We thus also include inter annual

Using Satellites to Understand Climate and Climate Change

NASA Technical Reports Server (NTRS)

Fetzer, Eric

2007-01-01

This viewgraph presentation reviews the measurement of climate with the use of satellites. The basic greenhouse effect, Ice-albedo feedback, climate models and observations, aerosol-cloud interactions, and the Antarctic are discussed, along with the human effect on climate change.

Climate Change, Climate Justice, and Environmental Health: Implications for the Nursing Profession.

PubMed

Nicholas, Patrice K; Breakey, Suellen

2017-11-01

Climate change is an emerging challenge linked to negative outcomes for the environment and human health. Since the 1960s, there has been a growing recognition of the need to address climate change and the impact of greenhouse gas emissions implicated in the warming of our planet. There are also deleterious health outcomes linked to complex climate changes that are emerging in the 21st century. This article addresses the social justice issues associated with climate change and human health and discussion of climate justice. Discussion paper. A literature search of electronic databases was conducted for articles, texts, and documents related to climate change, climate justice, and human health. The literature suggests that those who contribute least to global warming are those who will disproportionately be affected by the negative health outcomes of climate change. The concept of climate justice and the role of the Mary Robinson Foundation-Climate Justice are discussed within a framework of nursing's professional responsibility and the importance of social justice for the world's people. The nursing profession must take a leadership role in engaging in policy and advocacy discussions in addressing the looming problems associated with climate change. Nursing organizations have adopted resolutions and engaged in leadership roles to address climate change at the local, regional, national, and global level. It is essential that nurses embrace concepts related to social justice and engage in the policy debate regarding the deleterious effects on human health related to global warming and climate change. Nursing's commitment to social justice offers an opportunity to offer significant global leadership in addressing the health implications related to climate change. Recognizing the negative impacts of climate change on well-being and the underlying socioeconomic reasons for their disproportionate and inequitable distribution can expand and optimize the profession's role

Pre-service teacher professional development on climate change: Assessment of workshop success and influence of prior knowledge

NASA Astrophysics Data System (ADS)

Veron, D. E.; Ad-Marbach, G.; Fox-Lykens, R.; Ozbay, G.; Sezen-Barrie, A.; Wolfson, J.

2017-12-01

As states move to adopt the next generation science standards, in-service teachers are being provided with professional development that introduces climate change content and best practices for teaching climate change in the classroom. However, research has shown that it is challenging to bring this information into the higher education curriculum in education courses for pre-service teachers due to curricular and programming constraints. Over two years, the Maryland and Delaware Climate Change Assessment and Research (MADE-CLEAR) project explored a professional development approach for pre-service teachers which employed paired workshops that resulted in participant-developed lesson plans based on climate change content. The workshops were designed to provide pre-service teachers with climate change content related to the carbon cycle and to model a variety of techniques and activities for presenting this information in the classroom. Lesson plans were developed between the first and second workshop, presented at the second workshop and discussed with peers and in-service teachers, and then revised in response to feedback from the second workshop. Participant climate change content knowledge was assessed before the first workshop, and after the final revision of the lesson plan was submitted to the MADE-CLEAR team. Climate content knowledge was also assessed using the same survey for additional pre-service teacher groups who did not participate in the professional development. Results show that while the paired workshop approach increased climate content knowledge, the amount of improvement varied depending on the participants' prior knowledge in climate change content. In addition, some alternate conceptions of climate change were not altered by participant involvement in the professional development approach. Revised lesson plans showed understanding of underlying climate change impacts and demonstrated awareness of appropriate techniques for introducing this

Global Climate Change.

ERIC Educational Resources Information Center

Hall, Dorothy K.

1989-01-01

Discusses recent changes in the Earth's climate. Summarizes reports on changes related to carbon dioxide, temperature, rain, sea level, and glaciers in polar areas. Describes the present effort to measure the changes. Lists 16 references. (YP)

Interactions of Mean Climate Change and Climate Variability on Food Security Extremes

NASA Technical Reports Server (NTRS)

Ruane, Alexander C.; McDermid, Sonali; Mavromatis, Theodoros; Hudson, Nicholas; Morales, Monica; Simmons, John; Prabodha, Agalawatte; Ahmad, Ashfaq; Ahmad, Shakeel; Ahuja, Laj R.

2015-01-01

Recognizing that climate change will affect agricultural systems both through mean changes and through shifts in climate variability and associated extreme events, we present preliminary analyses of climate impacts from a network of 1137 crop modeling sites contributed to the AgMIP Coordinated Climate-Crop Modeling Project (C3MP). At each site sensitivity tests were run according to a common protocol, which enables the fitting of crop model emulators across a range of carbon dioxide, temperature, and water (CTW) changes. C3MP can elucidate several aspects of these changes and quantify crop responses across a wide diversity of farming systems. Here we test the hypothesis that climate change and variability interact in three main ways. First, mean climate changes can affect yields across an entire time period. Second, extreme events (when they do occur) may be more sensitive to climate changes than a year with normal climate. Third, mean climate changes can alter the likelihood of climate extremes, leading to more frequent seasons with anomalies outside of the expected conditions for which management was designed. In this way, shifts in climate variability can result in an increase or reduction of mean yield, as extreme climate events tend to have lower yield than years with normal climate.C3MP maize simulations across 126 farms reveal a clear indication and quantification (as response functions) of mean climate impacts on mean yield and clearly show that mean climate changes will directly affect the variability of yield. Yield reductions from increased climate variability are not as clear as crop models tend to be less sensitive to dangers on the cool and wet extremes of climate variability, likely underestimating losses from water-logging, floods, and frosts.

A Model for Pre-Service Teachers' Climate Change Awareness and Willingness to Act for Pro-Climate Change Friendly Behavior: Adaptation of Awareness to Climate Change Questionnaire

ERIC Educational Resources Information Center

Dal, Burçkin; Alper, Umut; Özdem-Yilmaz, Yasemin; Öztürk, Nilay; Sönmez, Duygu

2015-01-01

Public awareness of the negative effects of climate change is vital since it leads to collective action for prevention and adaptation. However, investigations on to what extent people are aware of the climate change issue are rare in the literature. The present study reported the adaptation process of awareness to climate change questionnaire into…

Climate change hotspots in the CMIP5 global climate model ensemble.

PubMed

Diffenbaugh, Noah S; Giorgi, Filippo

2012-01-10

We use a statistical metric of multi-dimensional climate change to quantify the emergence of global climate change hotspots in the CMIP5 climate model ensemble. Our hotspot metric extends previous work through the inclusion of extreme seasonal temperature and precipitation, which exert critical influence on climate change impacts. The results identify areas of the Amazon, the Sahel and tropical West Africa, Indonesia, and the Tibetan Plateau as persistent regional climate change hotspots throughout the 21 st century of the RCP8.5 and RCP4.5 forcing pathways. In addition, areas of southern Africa, the Mediterranean, the Arctic, and Central America/western North America also emerge as prominent regional climate change hotspots in response to intermediate and high levels of forcing. Comparisons of different periods of the two forcing pathways suggest that the pattern of aggregate change is fairly robust to the level of global warming below approximately 2°C of global warming (relative to the late-20 th -century baseline), but not at the higher levels of global warming that occur in the late-21 st -century period of the RCP8.5 pathway, with areas of southern Africa, the Mediterranean, and the Arctic exhibiting particular intensification of relative aggregate climate change in response to high levels of forcing. Although specific impacts will clearly be shaped by the interaction of climate change with human and biological vulnerabilities, our identification of climate change hotspots can help to inform mitigation and adaptation decisions by quantifying the rate, magnitude and causes of the aggregate climate response in different parts of the world.

Linking models of human behaviour and climate alters projected climate change

NASA Astrophysics Data System (ADS)

Beckage, Brian; Gross, Louis J.; Lacasse, Katherine; Carr, Eric; Metcalf, Sara S.; Winter, Jonathan M.; Howe, Peter D.; Fefferman, Nina; Franck, Travis; Zia, Asim; Kinzig, Ann; Hoffman, Forrest M.

2018-01-01

Although not considered in climate models, perceived risk stemming from extreme climate events may induce behavioural changes that alter greenhouse gas emissions. Here, we link the C-ROADS climate model to a social model of behavioural change to examine how interactions between perceived risk and emissions behaviour influence projected climate change. Our coupled climate and social model resulted in a global temperature change ranging from 3.4-6.2 °C by 2100 compared with 4.9 °C for the C-ROADS model alone, and led to behavioural uncertainty that was of a similar magnitude to physical uncertainty (2.8 °C versus 3.5 °C). Model components with the largest influence on temperature were the functional form of response to extreme events, interaction of perceived behavioural control with perceived social norms, and behaviours leading to sustained emissions reductions. Our results suggest that policies emphasizing the appropriate attribution of extreme events to climate change and infrastructural mitigation may reduce climate change the most.

Natural versus anthropogenic climate change: Swedish farmers' joint construction of climate perceptions.

PubMed

Asplund, Therese

2016-07-01

While previous research into understandings of climate change has usually examined general public perceptions, this study offers an audience-specific departure point. This article analyses how Swedish farmers perceive climate change and how they jointly shape their understandings. The agricultural sector is of special interest because it both contributes to and is directly affected by climate change. Through focus group discussions with Swedish farmers, this study finds that (1) farmers relate to and understand climate change through their own experiences, (2) climate change is understood either as a natural process subject to little or no human influence or as anthropogenic and (3) various communication tools contribute to the formation of natural and anthropogenic climate change frames. The article ends by discussing frame resonance and frame clash in public understanding of climate change and by comparing potential similarities and differences in how various segments of the public make sense of climate change. © The Author(s) 2014.

Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models

NASA Astrophysics Data System (ADS)

Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.

2016-12-01

Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.

Being Prepared for Climate Change: Checklists of Potential Climate Change Risks, from Step 3

EPA Pesticide Factsheets

The Being Prepared for Climate Change workbook is a guide for constructing a climate change adaptation plan based on identifying risks and their consequences. These checklists (from Step 3 of the workbook) help users identify risks.

Land degradation and climate change: building climate resilience in agriculture

USDA-ARS?s Scientific Manuscript database

Land degradation and climate change pose enormous risks to global food security. Land degradation increases the vulnerability of agroecological systems to climate change and reduces the effectiveness of adaptation options. Yet these interactions have largely been omitted from climate impact assessme...

Climate change, wine, and conservation.

PubMed

Hannah, Lee; Roehrdanz, Patrick R; Ikegami, Makihiko; Shepard, Anderson V; Shaw, M Rebecca; Tabor, Gary; Zhi, Lu; Marquet, Pablo A; Hijmans, Robert J

2013-04-23

Climate change is expected to impact ecosystems directly, such as through shifting climatic controls on species ranges, and indirectly, for example through changes in human land use that may result in habitat loss. Shifting patterns of agricultural production in response to climate change have received little attention as a potential impact pathway for ecosystems. Wine grape production provides a good test case for measuring indirect impacts mediated by changes in agriculture, because viticulture is sensitive to climate and is concentrated in Mediterranean climate regions that are global biodiversity hotspots. Here we demonstrate that, on a global scale, the impacts of climate change on viticultural suitability are substantial, leading to possible conservation conflicts in land use and freshwater ecosystems. Area suitable for viticulture decreases 25% to 73% in major wine producing regions by 2050 in the higher RCP 8.5 concentration pathway and 19% to 62% in the lower RCP 4.5. Climate change may cause establishment of vineyards at higher elevations that will increase impacts on upland ecosystems and may lead to conversion of natural vegetation as production shifts to higher latitudes in areas such as western North America. Attempts to maintain wine grape productivity and quality in the face of warming may be associated with increased water use for irrigation and to cool grapes through misting or sprinkling, creating potential for freshwater conservation impacts. Agricultural adaptation and conservation efforts are needed that anticipate these multiple possible indirect effects.

Climate change, wine, and conservation

PubMed Central

Hannah, Lee; Roehrdanz, Patrick R.; Ikegami, Makihiko; Shepard, Anderson V.; Shaw, M. Rebecca; Tabor, Gary; Zhi, Lu; Marquet, Pablo A.; Hijmans, Robert J.

2013-01-01

Climate change is expected to impact ecosystems directly, such as through shifting climatic controls on species ranges, and indirectly, for example through changes in human land use that may result in habitat loss. Shifting patterns of agricultural production in response to climate change have received little attention as a potential impact pathway for ecosystems. Wine grape production provides a good test case for measuring indirect impacts mediated by changes in agriculture, because viticulture is sensitive to climate and is concentrated in Mediterranean climate regions that are global biodiversity hotspots. Here we demonstrate that, on a global scale, the impacts of climate change on viticultural suitability are substantial, leading to possible conservation conflicts in land use and freshwater ecosystems. Area suitable for viticulture decreases 25% to 73% in major wine producing regions by 2050 in the higher RCP 8.5 concentration pathway and 19% to 62% in the lower RCP 4.5. Climate change may cause establishment of vineyards at higher elevations that will increase impacts on upland ecosystems and may lead to conversion of natural vegetation as production shifts to higher latitudes in areas such as western North America. Attempts to maintain wine grape productivity and quality in the face of warming may be associated with increased water use for irrigation and to cool grapes through misting or sprinkling, creating potential for freshwater conservation impacts. Agricultural adaptation and conservation efforts are needed that anticipate these multiple possible indirect effects. PMID:23569231

Managing Climate Change Refugia for Climate Adaptation

EPA Science Inventory

The concept of refugia has long been studied from theoretical and paleontological perspectives to understand how populations persisted during past periods of unfavorable climate. Recently, researchers have applied the idea to contemporary landscapes to identify climate change ref...

Advancing Climate Change and Impacts Science Through Climate Informatics

NASA Astrophysics Data System (ADS)

Lenhardt, W.; Pouchard, L. C.; King, A. W.; Branstetter, M. L.; Kao, S.; Wang, D.

2010-12-01

This poster will outline the work to date on developing a climate informatics capability at Oak Ridge National Laboratory (ORNL). The central proposition of this effort is that the application of informatics and information science to the domain of climate change science is an essential means to bridge the realm of high performance computing (HPC) and domain science. The goal is to facilitate knowledge capture and the creation of new scientific insights. For example, a climate informatics capability will help with the understanding and use of model results in domain sciences that were not originally in the scope. From there, HPC can also benefit from feedback as the new approaches may lead to better parameterization in the models. In this poster we will summarize the challenges associated with climate change science that can benefit from the systematic application of informatics and we will highlight our work to date in creating the climate informatics capability to address these types of challenges. We have identified three areas that are particularly challenging in the context of climate change science: 1) integrating model and observational data across different spatial and temporal scales, 2) model linkages, i.e. climate models linked to other models such as hydrologic models, and 3) model diagnostics. Each of these has a methodological component and an informatics component. Our project under way at ORNL seeks to develop new approaches and tools in the context of linking climate change and water issues. We are basing our work on the following four use cases: 1) Evaluation/test of CCSM4 biases in hydrology (precipitation, soil water, runoff, river discharge) over the Rio Grande Basin. User: climate modeler. 2) Investigation of projected changes in hydrology of Rio Grande Basin using the VIC (Variable Infiltration Capacity Macroscale) Hydrologic Model. User: watershed hydrologist/modeler. 3) Impact of climate change on agricultural productivity of the Rio Grande

Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

NASA Astrophysics Data System (ADS)

Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

2015-12-01

The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

Climate change: believing and seeing implies adapting.

PubMed

Blennow, Kristina; Persson, Johannes; Tomé, Margarida; Hanewinkel, Marc

2012-01-01

Knowledge of factors that trigger human response to climate change is crucial for effective climate change policy communication. Climate change has been claimed to have low salience as a risk issue because it cannot be directly experienced. Still, personal factors such as strength of belief in local effects of climate change have been shown to correlate strongly with responses to climate change and there is a growing literature on the hypothesis that personal experience of climate change (and/or its effects) explains responses to climate change. Here we provide, using survey data from 845 private forest owners operating in a wide range of bio-climatic as well as economic-social-political structures in a latitudinal gradient across Europe, the first evidence that the personal strength of belief and perception of local effects of climate change, highly significantly explain human responses to climate change. A logistic regression model was fitted to the two variables, estimating expected probabilities ranging from 0.07 (SD ± 0.01) to 0.81 (SD ± 0.03) for self-reported adaptive measures taken. Adding socio-demographic variables improved the fit, estimating expected probabilities ranging from 0.022 (SD ± 0.008) to 0.91 (SD ± 0.02). We conclude that to explain and predict adaptation to climate change, the combination of personal experience and belief must be considered.

Climate change and climate variability: personal motivation for adaptation and mitigation

PubMed Central

2011-01-01

Background Global climate change impacts on human and natural systems are predicted to be severe, far reaching, and to affect the most physically and economically vulnerable disproportionately. Society can respond to these threats through two strategies: mitigation and adaptation. Industry, commerce, and government play indispensable roles in these actions but so do individuals, if they are receptive to behavior change. We explored whether the health frame can be used as a context to motivate behavioral reductions of greenhouse gas emissions and adaptation measures. Methods In 2008, we conducted a cross-sectional survey in the United States using random digit dialing. Personal relevance of climate change from health threats was explored with the Health Belief Model (HBM) as a conceptual frame and analyzed through logistic regressions and path analysis. Results Of 771 individuals surveyed, 81% (n = 622) acknowledged that climate change was occurring, and were aware of the associated ecologic and human health risks. Respondents reported reduced energy consumption if they believed climate change could affect their way of life (perceived susceptibility), Odds Ratio (OR) = 2.4 (95% Confidence Interval (CI): 1.4 - 4.0), endanger their life (perceived severity), OR = 1.9 (95% CI: 1.1 - 3.1), or saw serious barriers to protecting themselves from climate change, OR = 2.1 (95% CI: 1.2 - 3.5). Perceived susceptibility had the strongest effect on reduced energy consumption, either directly or indirectly via perceived severity. Those that reported having the necessary information to prepare for climate change impacts were more likely to have an emergency kit OR = 2.1 (95% CI: 1.4 - 3.1) or plan, OR = 2.2 (95% CI: 1.5 -3.2) for their household, but also saw serious barriers to protecting themselves from climate change or climate variability, either by having an emergency kit OR = 1.6 (95% CI: 1.1 - 2.4) or an emergency plan OR = 1.5 (95%CI: 1.0 - 2.2). Conclusions Motivation for

Climate change and climate variability: personal motivation for adaptation and mitigation.

PubMed

Semenza, Jan C; Ploubidis, George B; George, Linda A

2011-05-21

Global climate change impacts on human and natural systems are predicted to be severe, far reaching, and to affect the most physically and economically vulnerable disproportionately. Society can respond to these threats through two strategies: mitigation and adaptation. Industry, commerce, and government play indispensable roles in these actions but so do individuals, if they are receptive to behavior change. We explored whether the health frame can be used as a context to motivate behavioral reductions of greenhouse gas emissions and adaptation measures. In 2008, we conducted a cross-sectional survey in the United States using random digit dialing. Personal relevance of climate change from health threats was explored with the Health Belief Model (HBM) as a conceptual frame and analyzed through logistic regressions and path analysis. Of 771 individuals surveyed, 81% (n = 622) acknowledged that climate change was occurring, and were aware of the associated ecologic and human health risks. Respondents reported reduced energy consumption if they believed climate change could affect their way of life (perceived susceptibility), Odds Ratio (OR) = 2.4 (95% Confidence Interval (CI): 1.4-4.0), endanger their life (perceived severity), OR = 1.9 (95% CI: 1.1-3.1), or saw serious barriers to protecting themselves from climate change, OR = 2.1 (95% CI: 1.2-3.5). Perceived susceptibility had the strongest effect on reduced energy consumption, either directly or indirectly via perceived severity. Those that reported having the necessary information to prepare for climate change impacts were more likely to have an emergency kit OR = 2.1 (95% CI: 1.4-3.1) or plan, OR = 2.2 (95% CI: 1.5-3.2) for their household, but also saw serious barriers to protecting themselves from climate change or climate variability, either by having an emergency kit OR = 1.6 (95% CI: 1.1-2.4) or an emergency plan OR = 1.5 (95%CI: 1.0-2.2). Motivation for voluntary mitigation is mostly dependent on

Serious Simulation Role-Playing Games for Transformative Climate Change Education: "World Climate" and "Future Climate"

NASA Astrophysics Data System (ADS)

Rooney-Varga, J. N.; Sterman, J.; Sawin, E.; Jones, A.; Merhi, H.; Hunt, C.

2012-12-01

Climate change, its mitigation, and adaption to its impacts are among the greatest challenges of our times. Despite the importance of societal decisions in determining climate change outcomes, flawed mental models about climate change remain widespread, are often deeply entrenched, and present significant barriers to understanding and decision-making around climate change. Here, we describe two simulation role-playing games that combine active, affective, and analytical learning to enable shifts of deeply held conceptions about climate change. The games, World Climate and Future Climate, use a state-of-the-art decision support simulation, C-ROADS (Climate Rapid Overview and Decision Support) to provide users with immediate feedback on the outcomes of their mitigation strategies at the national level, including global greenhouse gas (GHG) emissions and concentrations, mean temperature changes, sea level rise, and ocean acidification. C-ROADS outcomes are consistent with the atmosphere-ocean general circulation models (AOGCMS), such as those used by the IPCC, but runs in less than one second on ordinary laptops, providing immediate feedback to participants on the consequences of their proposed policies. Both World Climate and Future Climate role-playing games provide immersive, situated learning experiences that motivate active engagement with climate science and policy. In World Climate, participants play the role of United Nations climate treaty negotiators. Participant emissions reductions proposals are continually assessed through interactive exploration of the best available science through C-ROADS. Future Climate focuses on time delays in the climate and energy systems. Participants play the roles of three generations: today's policymakers, today's youth, and 'just born.' The game unfolds in three rounds 25 simulated years apart. In the first round, only today's policymakers make decisions; In the next round, the young become the policymakers and inherit the

America's Climate Choices: Informing an Effective Response to Climate Change (Invited)

NASA Astrophysics Data System (ADS)

Liverman, D. M.; McConnell, M. C.; Raven, P.

2010-12-01

At the request of Congress, the National Academy of Sciences convened a series of coordinated activities to provide advice on actions and strategies that the nation can take to respond to climate change. As part of this suite of activities, this study examines information needs and recommends ways the federal government can better inform responses by enhancing climate change and greenhouse gas information and reporting systems and by improving climate communication and education. Demand for better information to support climate-related decisions has grown rapidly as people, organizations, and governments have moved ahead with plans and actions to reduce greenhouse gas emissions and to adapt to the impacts of climate change. To meet this demand, good information systems and services are needed. Without such systems, decision makers cannot evaluate whether particular policies and actions are achieving their goals or should be modified. Although the many non-federal efforts to reduce emissions and/or adapt to future climate changes carry considerable potential to reduce risks related to climate change, there is currently no comprehensive way to assess the effectiveness of those efforts. In addition, the diverse climate change responses to date have resulted in a patchwork of regional, state, and local policies that has prompted many state and business leaders to call for the development of a more predictable and coherent policy environment at the federal level. This report demonstrates that the nation lacks comprehensive, robust, and credible information and reporting systems to inform climate choices and evaluate their effectiveness. This report also argues that decision makers can benefit from a systematic and iterative framework for responding to climate change, in which decisions and policies can be revised in light of new information and experience and that improved information and reporting systems allow for ongoing evaluation of responses to climate risks. The

Changing climate, changing forests: the impacts of climate change on forests of the northeastern United States and eastern Canada

USGS Publications Warehouse

Rustad, Lindsey; Campbell, John; Dukes, Jeffrey S.; Huntington, Thomas; Lambert, Kathy Fallon; Mohan, Jacqueline; Rodenhouse, Nicholas

2012-01-01

Decades of study on climatic change and its direct and indirect effects on forest ecosystems provide important insights for forest science, management, and policy. A synthesis of recent research from the northeastern United States and eastern Canada shows that the climate of the region has become warmer and wetter over the past 100 years and that there are more extreme precipitation events. Greater change is projected in the future. The amount of projected future change depends on the emissions scenarios used. Tree species composition of northeast forests has shifted slowly in response to climate for thousands of years. However, current human-accelerated climate change is much more rapid and it is unclear how forests will respond to large changes in suitable habitat. Projections indicate significant declines in suitable habitat for spruce-fir forests and expansion of suitable habitat for oak-dominated forests. Productivity gains that might result from extended growing seasons and carbon dioxide and nitrogen fertilization may be offset by productivity losses associated with the disruption of species assemblages and concurrent stresses associated with potential increases in atmospheric deposition of pollutants, forest fragmentation, and nuisance species. Investigations of links to water and nutrient cycling suggest that changes in evapotranspiration, soil respiration, and mineralization rates could result in significant alterations of key ecosystem processes. Climate change affects the distribution and abundance of many wildlife species in the region through changes in habitat, food availability, thermal tolerances, species interactions such as competition, and susceptibility to parasites and disease. Birds are the most studied northeastern taxa. Twenty-seven of the 38 bird species for which we have adequate long-term records have expanded their ranges predominantly in a northward direction. There is some evidence to suggest that novel species, including pests and

Climate change portal established

NASA Astrophysics Data System (ADS)

Showstack, Randy

2011-12-01

The World Bank has developed a Climate Change Knowledge Portal as a kind of “onestop shop” for climate-related information, data, and tools. The portal provides access to global, regional, and national data and reports with an aim to providing a resource for learning about climate information and increasing knowledge on climate change—related actions. For more information, see http://sdwebx.worldbank.org/climateportal/.

Teaching climate change: A 16-year record of introducing undergraduates to the fundamentals of the climate system and its complexities

NASA Astrophysics Data System (ADS)

Winckler, G.; Pfirman, S. L.; Hays, J. D.; Schlosser, P.; Ting, M.

2011-12-01

Responding to climate change challenges in the near and far future, will require a wide range of knowledge, skills and a sense of the complexities involved. Since 1995, Columbia University and Barnard College have offered an undergraduate class that strives to provide students with some of these skills. The 'Climate System' course is a component of the three-part 'Earth Environmental Systems' series and provides the fundamentals needed for understanding the Earth's climate system and its variability. Being designed both for science majors and non-science majors, the emphasis of the course is on basic physical explanations, rather than mathematical derivations of the laws that govern the climate system. The course includes lectures, labs and discussion. Laboratory exercises primarily explore the climate system using global datasets, augmented by hands-on activities. Course materials are available for public use at http://eesc.columbia.edu/courses/ees/climate/camel_modules/ and http://ncseonline.org/climate/cms.cfm?id=3783. In this presentation we discuss the experiences, challenges and future demands of conveying the science of the Earth's Climate System and the risks facing the planet to a wide spectrum of undergraduate students, many of them without a background in the sciences. Using evaluation data we reflect how the course, the students, and the faculty have evolved over the past 16 years as the earth warmed, pressures for adaptation planning and mitigation measures increased, and public discourse became increasingly polarized.

Western water and climate change.

PubMed

Dettinger, Michael; Udall, Bradley; Georgakakos, Aris

2015-12-01

The western United States is a region long defined by water challenges. Climate change adds to those historical challenges, but does not, for the most part, introduce entirely new challenges; rather climate change is likely to stress water supplies and resources already in many cases stretched to, or beyond, natural limits. Projections are for continued and, likely, increased warming trends across the region, with a near certainty of continuing changes in seasonality of snowmelt and streamflows, and a strong potential for attendant increases in evaporative demands. Projections of future precipitation are less conclusive, although likely the northern-most West will see precipitation increases while the southernmost West sees declines. However, most of the region lies in a broad area where some climate models project precipitation increases while others project declines, so that only increases in precipitation uncertainties can be projected with any confidence. Changes in annual and seasonal hydrographs are likely to challenge water managers, users, and attempts to protect or restore environmental flows, even where annual volumes change little. Other impacts from climate change (e.g., floods and water-quality changes) are poorly understood and will likely be location dependent. In this context, four iconic river basins offer glimpses into specific challenges that climate change may bring to the West. The Colorado River is a system in which overuse and growing demands are projected to be even more challenging than climate-change-induced flow reductions. The Rio Grande offers the best example of how climate-change-induced flow declines might sink a major system into permanent drought. The Klamath is currently projected to face the more benign precipitation future, but fisheries and irrigation management may face dire straits due to warming air temperatures, rising irrigation demands, and warming waters in a basin already hobbled by tensions between endangered fisheries

The economics of abrupt climate change.

PubMed

Perrings, Charles

2003-09-15

The US National Research Council defines abrupt climate change as a change of state that is sufficiently rapid and sufficiently widespread in its effects that economies are unprepared or incapable of adapting. This may be too restrictive a definition, but abrupt climate change does have implications for the choice between the main response options: mitigation (which reduces the risks of climate change) and adaptation (which reduces the costs of climate change). The paper argues that by (i) increasing the costs of change and the potential growth of consumption, and (ii) reducing the time to change, abrupt climate change favours mitigation over adaptation. Furthermore, because the implications of change are fundamentally uncertain and potentially very high, it favours a precautionary approach in which mitigation buys time for learning. Adaptation-oriented decision tools, such as scenario planning, are inappropriate in these circumstances. Hence learning implies the use of probabilistic models that include socioeconomic feedbacks.

Global climate change and children's health.

PubMed

Shea, Katherine M

2007-11-01

There is broad scientific consensus that Earth's climate is warming rapidly and at an accelerating rate. Human activities, primarily the burning of fossil fuels, are very likely (>90% probability) to be the main cause of this warming. Climate-sensitive changes in ecosystems are already being observed, and fundamental, potentially irreversible, ecological changes may occur in the coming decades. Conservative environmental estimates of the impact of climate changes that are already in process indicate that they will result in numerous health effects to children. The nature and extent of these changes will be greatly affected by actions taken or not taken now at the global level. Physicians have written on the projected effects of climate change on public health, but little has been written specifically on anticipated effects of climate change on children's health. Children represent a particularly vulnerable group that is likely to suffer disproportionately from both direct and indirect adverse health effects of climate change. Pediatric health care professionals should understand these threats, anticipate their effects on children's health, and participate as children's advocates for strong mitigation and adaptation strategies now. Any solutions that address climate change must be developed within the context of overall sustainability (the use of resources by the current generation to meet current needs while ensuring that future generations will be able to meet their needs). Pediatric health care professionals can be leaders in a move away from a traditional focus on disease prevention to a broad, integrated focus on sustainability as synonymous with health. This policy statement is supported by a technical report that examines in some depth the nature of the problem of climate change, likely effects on children's health as a result of climate change, and the critical importance of responding promptly and aggressively to reduce activities that are contributing to

Global Climate Change and Children's Health.

PubMed

Ahdoot, Samantha; Pacheco, Susan E

2015-11-01

Rising global temperature is causing major physical, chemical, and ecological changes across the planet. There is wide consensus among scientific organizations and climatologists that these broad effects, known as climate change, are the result of contemporary human activity. Climate change poses threats to human health, safety, and security. Children are uniquely vulnerable to these threats. The effects of climate change on child health include physical and psychological sequelae of weather disasters, increased heat stress, decreased air quality, altered disease patterns of some climate-sensitive infections, and food, water, and nutrient insecurity in vulnerable regions. Prompt implementation of mitigation and adaptation strategies will protect children against worsening of the problem and its associated health effects. This technical report reviews the nature of climate change and its associated child health effects and supports the recommendations in the accompanying policy statement on climate change and children's health. Copyright © 2015 by the American Academy of Pediatrics.

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

NASA Astrophysics Data System (ADS)

Niepold, F.; Byers, A.

2009-12-01

The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

Synopsis of climate change

Treesearch

Angela Jardine; Jonathan Long

2014-01-01

Changes in climate can interact with other stressors to transform ecosystems and alter the services those ecosystems provide. This synopsis presents themes that run through the synthesis report regarding the impacts of a changing climate on the forests and waters of the synthesis area as well as long-term, broad-scale, science-based strategies to promote system...

Designing ecological climate change impact assessments to reflect key climatic drivers

USGS Publications Warehouse

Sofaer, Helen R.; Barsugli, Joseph J.; Jarnevich, Catherine S.; Abatzoglou, John T.; Talbert, Marian; Miller, Brian W.; Morisette, Jeffrey T.

2017-01-01

Identifying the climatic drivers of an ecological system is a key step in assessing its vulnerability to climate change. The climatic dimensions to which a species or system is most sensitive – such as means or extremes – can guide methodological decisions for projections of ecological impacts and vulnerabilities. However, scientific workflows for combining climate projections with ecological models have received little explicit attention. We review Global Climate Model (GCM) performance along different dimensions of change and compare frameworks for integrating GCM output into ecological models. In systems sensitive to climatological means, it is straightforward to base ecological impact assessments on mean projected changes from several GCMs. Ecological systems sensitive to climatic extremes may benefit from what we term the ‘model space’ approach: a comparison of ecological projections based on simulated climate from historical and future time periods. This approach leverages the experimental framework used in climate modeling, in which historical climate simulations serve as controls for future projections. Moreover, it can capture projected changes in the intensity and frequency of climatic extremes, rather than assuming that future means will determine future extremes. Given the recent emphasis on the ecological impacts of climatic extremes, the strategies we describe will be applicable across species and systems. We also highlight practical considerations for the selection of climate models and data products, emphasizing that the spatial resolution of the climate change signal is generally coarser than the grid cell size of downscaled climate model output. Our review illustrates how an understanding of how climate model outputs are derived and downscaled can improve the selection and application of climatic data used in ecological modeling.

Designing ecological climate change impact assessments to reflect key climatic drivers.

PubMed

Sofaer, Helen R; Barsugli, Joseph J; Jarnevich, Catherine S; Abatzoglou, John T; Talbert, Marian K; Miller, Brian W; Morisette, Jeffrey T

2017-07-01

Identifying the climatic drivers of an ecological system is a key step in assessing its vulnerability to climate change. The climatic dimensions to which a species or system is most sensitive - such as means or extremes - can guide methodological decisions for projections of ecological impacts and vulnerabilities. However, scientific workflows for combining climate projections with ecological models have received little explicit attention. We review Global Climate Model (GCM) performance along different dimensions of change and compare frameworks for integrating GCM output into ecological models. In systems sensitive to climatological means, it is straightforward to base ecological impact assessments on mean projected changes from several GCMs. Ecological systems sensitive to climatic extremes may benefit from what we term the 'model space' approach: a comparison of ecological projections based on simulated climate from historical and future time periods. This approach leverages the experimental framework used in climate modeling, in which historical climate simulations serve as controls for future projections. Moreover, it can capture projected changes in the intensity and frequency of climatic extremes, rather than assuming that future means will determine future extremes. Given the recent emphasis on the ecological impacts of climatic extremes, the strategies we describe will be applicable across species and systems. We also highlight practical considerations for the selection of climate models and data products, emphasizing that the spatial resolution of the climate change signal is generally coarser than the grid cell size of downscaled climate model output. Our review illustrates how an understanding of how climate model outputs are derived and downscaled can improve the selection and application of climatic data used in ecological modeling. © 2017 John Wiley & Sons Ltd.

Linking models of human behaviour and climate alters projected climate change

DOE PAGES

Beckage, Brian; Gross, Louis J.; Lacasse, Katherine; ...

2018-01-01

Although not considered in climate models, perceived risk stemming from extreme climate events may induce behavioural changes that alter greenhouse gas emissions. Here, we link the C-ROADS climate model to a social model of behavioural change to examine how interactions between perceived risk and emissions behaviour influence projected climate change. Our coupled climate and social model resulted in a global temperature change ranging from 3.4–6.2 °C by 2100 compared with 4.9 °C for the C-ROADS model alone, and led to behavioural uncertainty that was of a similar magnitude to physical uncertainty (2.8 °C versus 3.5 °C). Model components with themore » largest influence on temperature were the functional form of response to extreme events, interaction of perceived behavioural control with perceived social norms, and behaviours leading to sustained emissions reductions. Lastly, our results suggest that policies emphasizing the appropriate attribution of extreme events to climate change and infrastructural mitigation may reduce climate change the most.« less

Linking models of human behaviour and climate alters projected climate change

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beckage, Brian; Gross, Louis J.; Lacasse, Katherine

Although not considered in climate models, perceived risk stemming from extreme climate events may induce behavioural changes that alter greenhouse gas emissions. Here, we link the C-ROADS climate model to a social model of behavioural change to examine how interactions between perceived risk and emissions behaviour influence projected climate change. Our coupled climate and social model resulted in a global temperature change ranging from 3.4–6.2 °C by 2100 compared with 4.9 °C for the C-ROADS model alone, and led to behavioural uncertainty that was of a similar magnitude to physical uncertainty (2.8 °C versus 3.5 °C). Model components with themore » largest influence on temperature were the functional form of response to extreme events, interaction of perceived behavioural control with perceived social norms, and behaviours leading to sustained emissions reductions. Lastly, our results suggest that policies emphasizing the appropriate attribution of extreme events to climate change and infrastructural mitigation may reduce climate change the most.« less