Log in

Relevant bibliographies by topics / Climate literacy / Journal articles

Journal articles on the topic 'Climate literacy'

To see the other types of publications on this topic, follow the link: Climate literacy.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Climate literacy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Et.al, Wan Nur Syamilah Wan Ali. "Climate Change: Climate Literacy and Response among USM Students." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2205–10. http://dx.doi.org/10.17762/turcomat.v12i3.1168.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

2

Fung, Megan K., Laura R. Tedesco, and Miriam E. Katz. "Games and climate literacy." Nature Geoscience 8, no. 8 (July 30, 2015): 576. http://dx.doi.org/10.1038/ngeo2499.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Miléř, Tomáš, and Petr Sládek. "The climate literacy challenge." Procedia - Social and Behavioral Sciences 12 (2011): 150–56. http://dx.doi.org/10.1016/j.sbspro.2011.02.021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gabrova, Lyubimka. "Children – Gamification – Climate Literacy." Vocational Education 24, no. 5 (October 11, 2022): 473–85. http://dx.doi.org/10.53656/voc22-512igra.

Full text

Abstract:

The author shares his ideas and experience of approbation of educational model “child – play – climate literacy (competence)” in 6 – 7 year old children in the process of management and guidance of games for the formation of smart growth; proposes the design of pedagogical situations on topics that form climate competence in 6 – 7 year old children; shares conclusions and generalizations of the project.

APA, Harvard, Vancouver, ISO, and other styles

5

Shafer, Mark A. "Climate Literacy and a National Climate Service." Physical Geography 29, no. 6 (November 2008): 561–74. http://dx.doi.org/10.2747/0272-3646.29.6.561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lay, Vladimir. "Klimatska pismenost: analiza osnovnih prepreka razvoju i širenju klimatske pismenosti." Socijalna ekologija 25, no. 1-2 (2016): 39–52. http://dx.doi.org/10.17234/socekol.25.1.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Simpson, Nicholas P., Talbot M. Andrews, Matthias Krönke, Christopher Lennard, Romaric C. Odoulami, Birgitt Ouweneel, Anna Steynor, and Christopher H. Trisos. "Climate change literacy in Africa." Nature Climate Change 11, no. 11 (October 7, 2021): 937–44. http://dx.doi.org/10.1038/s41558-021-01171-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Corner, Adam. "Science literacy and climate views." Nature Climate Change 2, no. 10 (September 27, 2012): 710–11. http://dx.doi.org/10.1038/nclimate1700.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Suhaimi, Najibah, and Siti Nur Diyana Mahmud. "A Bibliometric Analysis of Climate Change Literacy between 2001 and 2021." Sustainability 14, no. 19 (September 22, 2022): 11940. http://dx.doi.org/10.3390/su141911940.

Full text

Abstract:

This paper presents a bibliometric analysis overview of climate literacy, focusing on 740 articles published between 2001 and 2021 from the SCOPUS database. The main aim of this study was to examine related climate literacy publications. A bibliometric analysis was conducted to identify the growth trend of climate literacy research over the last twenty years (2001 to 2021), in addition to collaborations between authors, institutions, and countries in related fields. Thematic and keyword analyses were carried out to identify recent and current research topics. Based on the findings, an increasing trend in the number of publications related to climate change, 740 articles in total, was found for the last twenty years (2001 to 2021). Meanwhile, Ford, J. D. was identified as the most productive author, and the United States, United Kingdom and Australia were found to be the most influential countries producing research on climate literacy. In addition, the University of Melbourne (Australia), University of Washington and Columbia University in the United States were among the top universities to have contributed to climate literacy publications. Furthermore, Weather, Climate and Society was found to be the most represented journal, ranking Q1 in SCOPUS, with the highest publications in climate literacy. Four major thematic focus areas were identified: climate change activity, climate literacy, climate event and demographic of research studies. Based on the bibliometric analysis, the authors suggest that future research on climate literacy should focus on climate literacy among young people and the relationships between climate literacy components.

APA, Harvard, Vancouver, ISO, and other styles

10

Harrington, John. "Misconceptions: Barriers to Improved Climate Literacy." Physical Geography 29, no. 6 (November 2008): 575–84. http://dx.doi.org/10.2747/0272-3646.29.6.575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Limaye, Vijay S., Maggie L. Grabow, and Valerie J. Stull. "Improving literacy in climate and health." Journal of Climate Change and Health 6 (May 2022): 100119. http://dx.doi.org/10.1016/j.joclim.2022.100119.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Ledley, Tamara Shapiro, Anne U. Gold, Frank Niepold, and Mark McCaffrey. "Moving Toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)." Journal of Geoscience Education 62, no. 3 (September 2, 2014): 307–18. http://dx.doi.org/10.5408/13-057.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Jan, Azam, Tariq Anwar Khan, and Muhammad Imran Mahsud. "The Climate Change Awareness and Literacy in Pakistan: Role of Media and Social Actors." Liberal Arts and Social Sciences International Journal (LASSIJ) 4, no. 2 (December 28, 2020): 256–66. http://dx.doi.org/10.47264/idea.lassij/4.2.20.

Full text

Abstract:

The multidimensional impacts of climate change are increasing the vulnerability of Pakistan day by day. The government of Pakistan has framed polices and laws related to climate change however, the challenge is the implementation of these polices and initiatives which is directly related to climate change awareness and literacy. This study addresses the central question of what the status of climate change awareness and literacy and what role media and social actors play in this regard. To answer this question, a qualitative, descriptive, and analytical methodology has been employed. This study found that poor climate literacy and awareness among common masses is one of the key reasons that so far these initiatives are not successful. Since the real chain movers of any response and development are people not policy makers or power elites so nourishing eagerness for climate change literacy and awareness proves effective. This study recommends that as a nation, it is necessary to develop climate literacy and awareness to generate public response against the imminent threat of climate change.

APA, Harvard, Vancouver, ISO, and other styles

14

Powers, Susan E., Jan E. DeWaters, and Suresh Dhaniyala. "Climate Literacy—Imperative Competencies for Tomorrow’s Engineers." Sustainability 13, no. 17 (August 28, 2021): 9684. http://dx.doi.org/10.3390/su13179684.

Full text

Abstract:

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. To improve climate literacy, technical education must include problem formulation and solutions that consider complex interactions between engineered, Earth, and societal systems, including trade-offs among benefits, costs, and risks. Improving engineering students’ climate literacy must also inspire students’ motivation to work toward climate solutions. This paper highlights the content and pedagogical approach used in a class for engineering students that helped contribute to significant gains in engineering students’ climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire over four years of study. As a whole, students demonstrated significant gains in climate-related content knowledge, affect, and behavior. Substantial differences were observed between students in different engineering disciplines and male vs. female students. Assessment of critical thinking showed that students did an excellent job formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are critical for students to address climate change effectively in their eventual professions.

APA, Harvard, Vancouver, ISO, and other styles

15

Nabilah, Hasna’, and Eko Hariyono. "Analysis on Climate Literacy Capacity of Level XI High School Students in Surabaya." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (June 12, 2021): 28. http://dx.doi.org/10.33394/j-ps.v9i1.3816.

Full text

Abstract:

The climate problem today caused damage to infrastructures and many other living elements among mankind. As the prospected future leaders, students need to understand and to respond the effects of climate change. A person with climate literacy may enhance their ability and capacity to face climate challenges in the future. Climate literacy is the understanding of the influence of self and society on the climate. This research is conducted to give a general picture of climate literacy among high school students in Surabaya and each indicator in climate competency aspects. The methodology used in this research is a descriptive qualitative method. The research instrument used in this research is a climate literacy test. The valuation of climate literacy capacity of the students being done by giving scores manually from the test answers according to the scoring guideline in the scoring rubric and achievement results with categories as very high, high, moderate, low, and very low. The research samples are 107 high school students at level XI in SMAN 22 Surabaya (Public High School 22 Surabaya). According to the research, the students’ indicator in scientific identifying is low with a score percentage of 48.9%. The students’ indicator in explaining the scientific phenomenon is moderate with a score of 74.5%, while students’ indicator score in using scientific evidence is moderate with 68.6%. It could be said that high school students in SMAN 22 Surabaya as a whole have a moderate climate literacy capacity with a percentage score of 64%.

APA, Harvard, Vancouver, ISO, and other styles

16

윤영석 and 윤지웅. "Factor analysis on climate change policy literacy." Journal of Social Science 44, no. 3 (December 2018): 139–60. http://dx.doi.org/10.15820/khjss.2018.44.3.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Fleischhut, Nadine, Stefan M. Herzog, and Ralph Hertwig. "Weather Literacy in Times of Climate Change." Weather, Climate, and Society 12, no. 3 (July 1, 2020): 435–52. http://dx.doi.org/10.1175/wcas-d-19-0043.1.

Full text

Abstract:

AbstractAs climate change unfolds, extreme weather events are on the rise worldwide. According to experts, extreme weather risks already outrank those of terrorism and migration in likelihood and impact. But how well does the public understand weather risks and forecast uncertainty and thus grasp the amplified weather risks that climate change poses for the future? In a nationally representative survey (N = 1004; Germany), we tested the public’s weather literacy and awareness of climate change using 62 factual questions. Many respondents misjudged important weather risks (e.g., they were unaware that UV radiation can be higher under patchy cloud cover than on a cloudless day) and struggled to connect weather conditions to their impacts (e.g., they overestimated the distance to a thunderstorm). Most misinterpreted a probabilistic forecast deterministically, yet they strongly underestimated the uncertainty of deterministic forecasts. Respondents with higher weather literacy obtained weather information more often and spent more time outside but were not more educated. Those better informed about climate change were only slightly more weather literate. Overall, the public does not seem well equipped to anticipate weather risks in the here and now and may thus also fail to fully grasp what climate change implies for the future. These deficits in weather literacy highlight the need for impact forecasts that translate what the weather may be into what the weather may do and for transparent communication of uncertainty to the public. Boosting weather literacy may help to improve the public’s understanding of weather and climate change risks, thereby fostering informed decisions and mitigation support.

APA, Harvard, Vancouver, ISO, and other styles

18

Nayan, Nasir, Hanifah Mahat, Mohmadisa Hashim, Yazid Saleh, and Saiyidatina Balkhis Norkhaidi. "CLIMATE LITERACY AWARENESS AMONG PRESERVICE TEACHERS IN MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 1 (February 10, 2020): 89–101. http://dx.doi.org/10.21831/cp.v39i1.26873.

Full text

Abstract:

Climate change and global warming are the primary issues often debated when environmental issues are discussed nowadays. Among the efforts made to raise awareness concerning mitigation and adaptation to climate change is climate literacy acquired from the educational medium. Therefore, this article seeks to identify the level of awareness on climate literacy among preservice teachers in Malaysia. This study involved 500 final-year students from nine faculties at Sultan Idris Education University using the stratified sampling method. A questionnaire instrument was used to get feedback, containing four study variables, namely the knowledge, attitudes, skills, and practices of climate change mitigation and adaptation. The findings showed that the knowledge of and attitudes towards climate change mitigation and adaptation variables were at high levels, while the skills and practices of climate change mitigation and adaptation variables were at moderate levels. Thus, this indicates that students’ knowledge of and attitudes towards climate change mitigation and adaptation were good and satisfactory, but not the skills and practices of climate change mitigation and adaptation, which were still moderate and could be improved over time. The findings and issues that have been studied can be used as a reference and guide for universities, educators and ministries in improving students’ climate literacy, aiming for a more sustainable life.

APA, Harvard, Vancouver, ISO, and other styles

19

P. Singh, Kanwal D., and Aakriti Mathur. "Climate Literacy and Individual Consumption Behavior: An Evaluation of the Indian Experience." European Journal of Sustainable Development 8, no. 5 (October 1, 2019): 187. http://dx.doi.org/10.14207/ejsd.2019.v8n5p187.

Full text

Abstract:

Climate change education and awareness are essential for any effective action on climate change. While regulatory policies and taxes influence consumer behavior, these measures are significantly more successful when the stakeholders are made aware of the larger policy objective underlying such measures, especially the exact extent and nature of the impact of climate change, if Greenhouse Gas (GHG) emissions continue unabated as also the significant effect small everyday individual choices can have on reducing the individual GHG emissions. This paper will examine the extent of awareness regarding the causes and consequences of climate change as also the government programs and policies for climate change mitigation and adaptation. It will also evaluate the effect of climate literacy on individual consumption habits and attitudes towards climate change mitigation and adaptation. The methodology adopted in this research paper will be empirical and analytical and the authors will collect primary data through the means of a questionnaire administered to a random sample of 300 respondents belonging to the age group of 18 – 75 years, selected from urban areas in India. The research paper shall show the relationship between lack of climate literacy and high GHG emissions through individual consumption habits and behavior and make recommendations for increasing climate literacy in India through effective outreach programs.Keywords: Climate Literacy, Individual Carbon Emissions, Consumption Behavior, Attitudes to Climate Change

APA, Harvard, Vancouver, ISO, and other styles

20

Ruiz de la Quintana, Jorge Carlos. "THE BOLIVIAN DECLARATION ON SCIENCE AND CLIMATE LITERACY." Journal of Latin American Sciences and Culture 4, Special-Issue (January 19, 2022): 34–36. http://dx.doi.org/10.52428/27888991.v4ispecial-issue.211.

Full text

Abstract:

Science has long been a tool to develop bilateral and multilateral relationships. However, the definition and applications of science literacy have broadened considerably in recent years. This conceptual broadening coincides with the growing understanding that science and technology underpin so many of the challenges and opportunities that current societies face, whether as a driver or a potential solution. Integrating science into foreign policy to not only advance national interests but also to tackle shared global challenges is an appropriate response.

APA, Harvard, Vancouver, ISO, and other styles

21

Limaye, Vijay S., Maggie L. Grabow, Valerie J. Stull, and Jonathan A. Patz. "Developing A Definition Of Climate And Health Literacy." Health Affairs 39, no. 12 (December 1, 2020): 2182–88. http://dx.doi.org/10.1377/hlthaff.2020.01116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Azevedo, José, and Margarida Marques. "Climate literacy: a systematic review and model integration." International Journal of Global Warming 12, no. 3/4 (2017): 414. http://dx.doi.org/10.1504/ijgw.2017.084789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Azevedo, José, and Margarida Marques. "Climate literacy: a systematic review and model integration." International Journal of Global Warming 12, no. 3/4 (2017): 414. http://dx.doi.org/10.1504/ijgw.2017.10005893.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Shwom, Rachael, Cindy Isenhour, Rebecca C. Jordan, Aaron M. McCright, and Jennifer Meta Robinson. "Integrating the social sciences to enhance climate literacy." Frontiers in Ecology and the Environment 15, no. 7 (August 14, 2017): 377–84. http://dx.doi.org/10.1002/fee.1519.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Ledley, Tamara Shapiro, Anne U. Gold, and Frank Niepold. "Enabling Climate and Energy Literacy: A Shared Effort." Eos, Transactions American Geophysical Union 95, no. 36 (September 9, 2014): 325–26. http://dx.doi.org/10.1002/2014eo360002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Shyng, Jyh-Harng. "The Practice of Deming Cycle Improvement Mechanism in Climate Change Environmental Education." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 205–14. http://dx.doi.org/10.26689/jcer.v5i8.2463.

Full text

Abstract:

Cultivating environmental literacy is one of the most important tasks in the face of climate change. The purpose is to construct the general curriculum content of improving climate change adaptation to environmental literacy, and to plan the evaluation mechanism of learning effectiveness. The use of learning theory, Problem-Based Learning (PBL) theory and Plan-Do-Check-Act (PDCA) cycle theory to improve the curriculum content and teaching continued to improve. This study focuses on the design courses from the three cognitive aspects of “conceptual cognition,” “practical exercise” and “hands-on experience.” Teach students how to cope with and respond to climate change to establish environmental literacy to mitigate the impact of natural reactions, and enhance awareness of environmental literacy by learning the science of climate adaptation and mitigation. The results of the actual implementation of the effectiveness assessment shows that, through student’s feedback learning results, the courses presented gains for more, to know the appropriateness and necessity of curriculum planning, can be provided to the basic research of environmental literacy teaching curriculum planning.

APA, Harvard, Vancouver, ISO, and other styles

27

Moon, Seon-Young, and Han Byeol Yoo. "The Effect Of The Literacy Competency For Cultivating Climate Citizenship: Focusing On Policy Literacy And Risk Literacy Matters." Journal of Environmental Policy and Administration 30, no. 3 (September 30, 2022): 177–208. http://dx.doi.org/10.15301/jepa.2022.30.3.177.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Bright, Ria, and Chris Eames. "Climate strikes: Their value in engaging and educating secondary school students." Set: Research Information for Teachers, no. 3 (December 20, 2020): 4–11. http://dx.doi.org/10.18296/set.0180.

Full text

Abstract:

The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.

APA, Harvard, Vancouver, ISO, and other styles

29

Khalid Mehmood Shafi and Muhammad Athar Javed. "Climate Literacy and UN Peacekeepers: Implications for Peace and Stability." Strategic Studies 40, no. 3 (October 12, 2020): 42–59. http://dx.doi.org/10.53532/ss.040.03.0071.

Full text

Abstract:

This article examines the role of UN peacekeepers in creating awareness about the effects of climate change and establishes links with national security policy making process in host nations. A social survey was carried out to determine links between the United Nations Peace Keeping Operations (UNPKOs) and importance of climatic literacy. The data was gathered from 120 UN peacekeepers, 84 per cent of them supported constructive perspective of climatic literacy in maintaining peace and stability in conflict zones. Since the impact of climate change is a wide subject, the scope of this article, therefore, is limited to how the UN peacekeepers can help the host nations through climate literacy campaign. This paper is a contribution to a global awareness campaign as well as source of empirical evidence to enhance capacity of UNPKOs and the host nations to help formulate a sustainable policymaking process to counter the threats of climate change. The article concludes that there is a need to consider climate change as a national and international security threat and, therefore, building capacity of UN peacekeepers through climate literacy program is important.

APA, Harvard, Vancouver, ISO, and other styles

30

Kranz, Johanna, Martin Schwichow, Petra Breitenmoser, and Kai Niebert. "The (Un)political Perspective on Climate Change in Education—A Systematic Review." Sustainability 14, no. 7 (April 1, 2022): 4194. http://dx.doi.org/10.3390/su14074194.

Full text

Abstract:

Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens.

APA, Harvard, Vancouver, ISO, and other styles

31

Frederick, Donna Ellen. "Scientific literacy, librarians and information literacy in the post-truth era." Library Hi Tech News 38, no. 9 (November 23, 2021): 1–7. http://dx.doi.org/10.1108/lhtn-04-2021-111.

Full text

Abstract:

Purpose The purpose of this paper is to challenge librarians to reconceptualize their professional self-image and practice so that it more closely aligns with the information science discipline that is part of the Masters of Library and Information Science degree. Design/methodology/approach This column is primarily theoretical and philosophical but also draws on the author’s observations of trends and patterns in both librarianship and changes in information needs in recent years. Findings Urgent, high-cost information needs created by COVID-19 and climate change coexist in a reality where technological change has made traditional librarian roles and functions less critical. By developing their information science skills and strengthening their professional identity as information scientists, librarians have the opportunity to address the urgent information needs of the day while remaining highly relevant professionals. Practical implications Librarians will need to strengthen their science-related skills and knowledge and begin to promote themselves as information scientists. Social implications Librarians are in a position to make a meaningful contribution to two of the most pressing challenges of the day, climate change and dealing with the COVID-19 pandemic. Originality/value This paper is relevant to all librarians at any stage of their career. It will help them to reflect on both their skillset and career path and to make any needed adjustments so that they can remain relevant in a volatile and demanding information environment.

APA, Harvard, Vancouver, ISO, and other styles

32

Epule, Terence Epule, Abdelghani Chehbouni, Driss Dhiba, and Mirielle Wase Moto. "The Readiness Index for Climate Change Adaptation in Africa: The Role of Climate and Adaptive Capacity Proxies." Applied Sciences 11, no. 20 (October 11, 2021): 9413. http://dx.doi.org/10.3390/app11209413.

Full text

Abstract:

As global changes continue, the repercussions in Africa remain profound. This is reflected notably in food and water crises across Africa. This work examines the readiness of Africa to climate change adaptation through a newly developed readiness index (ClimAdaptCap Index). In fact, this work shifts the readiness debate from emotional descriptions that currently flood academic scholarship to a more pragmatic evidence-based approach in assessing readiness. Readiness for climate change adaptation is driven by the intensity of climate forcing and adaptive capacity. The historical climate score data or precipitation and temperature for the period 1991–2016 were culled from the World Bank Climate Portal. The historical adaptive capacity score data included proxies such as poverty and literacy rates from 1991 to 2016 were collected from the World Bank and Macrotrends. The climate data were normalized using the normalization function to enhance interpretation, comparison, and fusion into the index. Missing poverty and literacy rate data were estimated by linear interpolation of the poverty and literacy rate data. The ClimAdaptCap Index was developed to compute readiness. This index is the first of its kind and will serve as a flagship for assessing readiness for climate change adaptation as it is highly adaptable to different contexts. This work’s first-ever maps of readiness show that North and Southern Africa are the readiest for climate change adaptation under historical climate and literacy and poverty conditions. West Africa is the least ready while Middle and East Africa are in the middle. Consistent is that readiness has a positive correlation with literacy rates and an inverse one with poverty rates. In addition, with readiness scores of between 0.35 and 0.39 for all the regions with a maximum potential score of 1, this work has shown that the level of readiness in Africa is generally low, and there is a very small variation between the different regions. In addition, climate change adaptation will highly be influenced by both climatic and non-climatic indicators. The developed readiness index adequately simulates readiness to climate change adaptation in Africa and complements previous frameworks of adaptation preparedness.

APA, Harvard, Vancouver, ISO, and other styles

33

Wu, Jing, and Yoshiki Otsuka. "Exploring the climate literacy of high school students for better climate change education." International Journal of Global Warming 23, no. 2 (2021): 151. http://dx.doi.org/10.1504/ijgw.2021.112894.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

McCaffrey, Mark S., and Susan M. Buhr. "Clarifying Climate Confusion: Addressing Systemic Holes, Cognitive Gaps, and Misconceptions Through Climate Literacy." Physical Geography 29, no. 6 (November 2008): 512–28. http://dx.doi.org/10.2747/0272-3646.29.6.512.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Wu, Jing, and Yoshiki Otsuka. "Exploring the climate literacy of high school students for better climate change education." International Journal of Global Warming 23, no. 2 (2021): 151. http://dx.doi.org/10.1504/ijgw.2021.10035006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Kelly, Lisa-Anne DeGregoria, Jerry F. Luebke, Susan Clayton, Carol D. Saunders, Jennifer Matiasek, and Alejandro Grajal. "Climate Change Attitudes of Zoo and Aquarium Visitors: Implications for Climate Literacy Education." Journal of Geoscience Education 62, no. 3 (September 2, 2014): 502–10. http://dx.doi.org/10.5408/13-078.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Colston, Nicole, and Julie Thomas. "Climate change skeptics teach climate literacy? A critical discourse analysis of children's books." Journal of Science Communication 18, no. 04 (July 8, 2019): A02. http://dx.doi.org/10.22323/2.18040202.

Full text

Abstract:

This critical discourse analysis examined climate change denial books intended for children and parents as examples of pseudo-educational materials reproduced within the conservative echo chamber in the United States. Guided by previous excavations in climate change denial discourses, we identified different types of skepticism, policy frames, contested scientific knowledge, and uncertainty appeals. Findings identify the ways these children's books introduced a logic of non-problematicity about environmental problems bolstered by contradictory forms of climate change skepticism and polarizing social-conflict frames. These results pose pedagogical dilemmas for educators, environmental advocates, and communication experts interested in advancing understanding and action in the face of rapid climate change.

APA, Harvard, Vancouver, ISO, and other styles

38

Grabau, Larry J., Jari Lavonen, and Kalle Juuti. "Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy." Sustainability 13, no. 24 (December 15, 2021): 13857. http://dx.doi.org/10.3390/su132413857.

Full text

Abstract:

Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, science-focused assessment. That PISA iteration included not only science literacy but also students’ science dispositions (epistemology, enjoyment, interest, and self-efficacy) and the schools’ science climate measures (disciplinary climate and teaching support). Due to the hierarchical nature of the PISA data, multilevel models were employed in this Finnish study, involving 5582 students from 167 schools. Science dispositions (as outcome measures) were differently associated with teaching support and disciplinary climate (epistemology with neither; enjoyment and interest, with both). Science literacy (as an outcome measure) was associated with all four science dispositions, whether modeled with each science disposition separately or all four simultaneously. Science literacy was also associated with the disciplinary climate in science classes for all tested models. We concluded that, in the Finnish context, science dispositions and the disciplinary climate were predictive of science literacy. Furthermore, we presented evidence from the literature indicating that these conclusions may well extend to other international contexts.

APA, Harvard, Vancouver, ISO, and other styles

39

Silva, Silvia Morales, Ludo Verhoeven, and Jan van Leeuwe. "Socio-cultural predictors of reading literacy in fourth graders in Lima, Peru." Written Language and Literacy 11, no. 1 (October 1, 2008): 15–34. http://dx.doi.org/10.1075/wll.11.1.03mor.

Full text

Abstract:

This study investigates socio-cultural cognitive literacy predictors for reading literacy (RL), tested in 314 fourth graders from two different levels of social economic status in Lima, Peru. The following variables were tested as predictors: word decoding, vocabulary, motivation to read, reading strategies, intellectual maturity, gender, home literacy climate and social economic status. RL (reading literacy) was measured using an adapted version of the PIRLS Reading Literacy test. By using structural equation modelling, a total of 34 percent of the variance in RL could be explained. In addition to word decoding and vocabulary, motivation and social economic status were discovered to be directly predictive of RL. Furthermore, social economic status and home literacy climate were discovered to be important factors in determining the variation in other predictor variables. Intellectual maturity and gender did not appear to be significant factors contributing to RL level.

APA, Harvard, Vancouver, ISO, and other styles

40

Dzambo, Andrew M., Margaret Mooney, Zachary J. Handlos, Scott Lindstrom, Yun Hang, and Steve A. Ackerman. "An Interactive Online Course in Climate and Climate Change: Advancing Climate Literacy for Non–Atmospheric Science Majors." Bulletin of the American Meteorological Society 101, no. 10 (October 1, 2020): E1697—E1708. http://dx.doi.org/10.1175/bams-d-19-0271.1.

Full text

Abstract:

AbstractSince 2013, the Department of Atmospheric and Oceanic Sciences at the University of Wisconsin–Madison has offered an online course titled “Climate and Climate Change.” Students enrolled in this course learn the physical principles governing Earth’s climate and climate change within the broader context of societal impacts and global political considerations. Students interact weekly with each other about these topics, and frequent instructor interaction stimulates further learning related to the course goals. The course was delivered through a balanced mix of forum discussions, weekly worksheets, quizzes, and a final project. For this study, student climate literacy was assessed through voluntary pre- and post-course surveys containing student self-assessment questions and a variety of questions directly based on course content. Post-course survey results indicate 99% of students taking this course feel “fairly well informed” or “very well informed” about their physical understanding of Earth’s climate and the numerous processes governing climate change. The 2019 cohort observed a statistically significant increase in the percentage of students adopting the viewpoint that climate change is caused primarily by human activities. We present a template for implementation in other Earth science or atmospheric science curricula, which includes discussion forum, quiz, and worksheet examples from this course.

APA, Harvard, Vancouver, ISO, and other styles

41

Clary, Renee M., and James H. Wandersee. "Optimization of Discussion Forums for Online Students' Climate Literacy." Journal of Geoscience Education 62, no. 3 (September 2, 2014): 402–9. http://dx.doi.org/10.5408/13-077.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Showstack, Randy. "Climate Literacy and Energy Awareness Network releases search widget." Eos, Transactions American Geophysical Union 92, no. 48 (November 29, 2011): 443. http://dx.doi.org/10.1029/2011eo480004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wall, Tony, Ann Hindley, Tamara Hunt, Jeremy Peach, Martin Preston, Courtney Hartley, and Amy Fairbank. "Work-based learning as a catalyst for sustainability: a review and prospects." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 211–24. http://dx.doi.org/10.1108/heswbl-02-2017-0014.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

44

Pan, Yeheng, Yu Xie, Hepeng Jia, and Xi Luo. "Ideologies, Conspiracy Beliefs, and the Chinese Public’s Politicized Attitudes to Climate Change." Sustainability 15, no. 1 (December 22, 2022): 131. http://dx.doi.org/10.3390/su15010131.

Full text

Abstract:

While ideologies consistently influence public opinions on climate change in Western democracies, whether they affect the Chinese public’s climate attitudes is unknown. By applying a well-established measure of Chinese ideology, this study conducted a nationwide survey (n = 1469) on the relationships between climate attitudes and ideologies, conspiracy beliefs, and science literacy. It is the first study to empirically investigate the impact of ideological tendencies, conspiracy beliefs, and conspiratorial thinking in shaping people’s climate attitudes. Among a series of novel findings, ideology was found to be a crucial factor in Chinese attitudes toward climate change, and economic ideology, in particular, was most strongly related to climate attitude. Moreover, somewhat counterintuitively, we found a positive link between respondents’ conspiratorial thinking and their climate awareness, as well as the failure of the moderation role of science literacy on ideological factors that influence climate attitude. All these findings suggest a mechanism behind the Chinese public’s perception of climate change, primarily working on the individual–state relationship.

APA, Harvard, Vancouver, ISO, and other styles

45

Anyanwu, Raymond Ndubisi. "The The Level of Climate Change Science Literacy among Teachers in Seychelles." Asian Journal of Interdisciplinary Research 2, no. 2 (May 16, 2019): 1–13. http://dx.doi.org/10.34256/ajir1921.

Full text

Abstract:

Climate change poses a serious threat to the ocean on which the Seychelles economy depends for resources and services. To address this concern, the Seychelles National Climate Change Response Strategy recommends education about climate change in all levels of the education system to nurture young people with the capacity to address climate change impacts. This quantitative, descriptive, cross-sectional survey measures the level of climate change science literacy among teachers in Seychelles on a five-point summated scale (Extremely Low, Low, Medium, High, and Extremely High). Data was collected with a 15-item Climate Change Science Literacy Questionnaire (CCSLQ) from 572 participants representing 42.62% of the population of teachers in public schools at the time of the survey. Ethical considerations relating to access, informed consent, anonymity, and confidentiality were fulfilled. Collected data was analysed statistically with descriptive techniques (percentage, means, standard error of measurement and confidence interval) and inferential technique with the Fisher’s Exact Chi-Square test. Statistical operation was performed with the Statistical Package for the Social Science (SPSS). Results indicate that the majority of the participants (37.4%, n=214) have medium literacy regarding climate change science with misconceptions on all three domains of climate change science: causes, impacts, and solutions. Educational interventions to enhance teachers’ knowledge and understanding of climate change are recommended; otherwise the teachers will transfer inaccurate concepts to the learners. Without young Seychellois with the capacity to take action on climate change, it may be wearisome for Seychelles to achieve a smooth transition to a blue economy.

APA, Harvard, Vancouver, ISO, and other styles

46

Lohr, Virginia I. "Climate Change Literacy in Postsecondary Horticultural Education in the United States." HortTechnology 24, no. 1 (February 2014): 132–37. http://dx.doi.org/10.21273/horttech.24.1.132.

Full text

Abstract:

Horticultural crops are being affected by weather extremes consistent with predictions from climate change models. Impacts include crop losses and extended growing seasons. Negative effects on crop productivity are predicted to vastly overwhelm any positive effects. Students who graduate from our programs will need additional knowledge to succeed compared with those trained in previous decades. To determine the extent to which higher educational institutions across the United States are educating students about these issues, a survey was conducted to gather information on the incorporation of climate change literacy in horticultural curricula. Most programs do not currently offer classes with “climate change” or “global warming” in the formal title or description, but many instructors are including at least some information related to climate change in specific courses they teach. Instructors of courses in fruits, vegetables, or turf, and instructors who do not teach at 1862 land-grant universities, are more likely than other instructors to include content related to climate change in their courses. Instructors who do not have tenure and instructors who teach plant identification courses are more likely than other instructors to have increased the content on climate change in their classes over time.

APA, Harvard, Vancouver, ISO, and other styles

47

Dupigny-Giroux, Lesley-Ann L. "Introduction—Climate Science Literacy: A State of the Knowledge Overview." Physical Geography 29, no. 6 (November 2008): 483–86. http://dx.doi.org/10.2747/0272-3646.29.6.483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Damico, James S., Mark Baildon, and Alexandra Panos. "Media Literacy and Climate Change in a Post-Truth Society." Journal of Media Literacy Education 10, no. 2 (2018): 11–32. http://dx.doi.org/10.23860/jmle-2018-10-2-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Selin, Noelle E., Leah C. Stokes, and Lawrence E. Susskind. "The need to build policy literacy into climate science education." Wiley Interdisciplinary Reviews: Climate Change 8, no. 3 (December 29, 2016): e455. http://dx.doi.org/10.1002/wcc.455.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Zulkifli, Afni, Triono Dul Hakim, and Vita Amelia. "Enlightening the coastal communities of Bengkalis Island on climate change policies." Community Empowerment 6, no. 9 (October 4, 2021): 1664–73. http://dx.doi.org/10.31603/ce.5321.

Full text

Abstract:

Coastal communities are some of the most vulnerable groups to the effects of climate change. The Non-Governmental Organization of the Environmental Malay Youth Institute (LSM IPMPL), a partner of the three villages on Bengkalis Island, has traced the communities’ ignorance of climate change policies to the poor digital literacy of community members. This has had an impact on the involvement of community components and local village governments in climate change mitigation and adaptation efforts. This community service provides assistance, socialization, and training to improve the literacy of the coastal communities of Bengkalis Island, especially as it concerns their access to climate change policies. The results of this activity show an increase in the communities’ knowledge, abilities, skills, and digital awareness of the government's efforts towards forming a climate-resilient society. Furthermore, the activity produced social impact as it increased peace, improved the community's economy and improved the quality of the community's living environment.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!