Дисертації з теми "Climate literacy"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-32 дисертацій для дослідження на тему "Climate literacy".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Anyanwu, Raymond Ndubisi. "An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96831.
Повний текст джерелаENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change.
AFRIKAANSE OPSOMMING: Hierdie opnamenavorsing het gebruik gemaak van ‟n kriteriumverwysing- meerkeusige vraelys om data by 194 VOO Aardrykskunde onderwysers in die Wes-Kaap provinsie te versamel om hulle vlak van geletterdheid in beide die wetenskap en pedagogie van klimaatsverandering te bepaal en om die invloed van geslag, ouderdom, kwalifikasie, spesialisasie, ervaring, graad wat die meeste onderrig is, hulle ervaring van onderrig oor klimaatsverandering en die ligging van hulle skool te bepaal. Aspekte van klimaatsverandering wat geassesseer is, het klimaatsprosesse en moontlike oorsake van klimaatsverandering, impakte van klimaatsverandering en reaksies op klimaatsverandering ingesluit. Aspekte van die pedagogie van klimaatsverandering wat geassesseer is, het die doelwitte en betekenisvolheid van opvoeding oor klimaatsverandering en konstruktivistiese onderrigbeginsels en -praktyk ingesluit. Die versamelde data is met persentasiefrekwensie geanaliseer om die onderwysers se vlak van geletterdheid in die wetenskap en pedagogie van klimaatsverandering te bepaal; die Mann-Whitney en Kruskal-Wallis toetse is gebruik om die invloed van bemiddelende veranderlikes op geletterdheid met betrekking tot die wetenskap en pedagogie van klimaatsverandering onderskeidelik te bepaal. Die resultate dui aan dat Aardrykskunde-onderwysers in die Wes-Kaap „Hoë‟ geletterdheid in die wetenskap van klimaatsverandering en „Lae‟ geletterdheid in die pedagogie van klimaatsverandering getoon het. Faktore soos ligging van die skool, geslag, ouderdom en onderrigervaring het ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl kwalifikasie, spesialisasie, graad wat die meeste onderrig is en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. In teenstelling het onderrigervaring en graad wat die meeste onderrig is, ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl ligging van die skool, geslag, ouderdom, kwalifikasie, spesialisasie en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. Op grond van hierdie resultate kan gesê word dat professionele ontwikkelingsingrypings in die pedagogie van klimaatsverandering nodig is om Aardrykskunde-onderwysers bloot te stel aan die doelwitte en belangrikheid van onderwys oor klimaatsverandering en metodes om probleemgebaseerde, leerdergesentreerde onderrig oor klimaatsverandering te fasiliteer.
Borowicz, Lydia. "Traversing the Rift: Cultivating Climate Change Literacy Through Theatrical Performance." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24557.
Повний текст джерелаSnape, Mark Anthony. "An evaluation into how the introduction of Secondary SEAL has impacted upon school climate & pupils' emotional literacy and resiliency levels." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3258.
Повний текст джерелаCrowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.
Повний текст джерелаIs, Cisdem. "A Cross-cultural Comparison Of Factors Affecting Mathematical Literacy Of Students In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1050434/index.pdf.
Повний текст джерелаMårtensson, Ida, and Therese Nordström. "Nedfrysning av nötkött – ett sätt att minska matsvinn? : Konsumenters inställning till att köpa nötkött som frysts ner dagen innan bäst före datum har passerat kopplat till food literacy." Thesis, Högskolan Kristianstad, Fakulteten för naturvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19557.
Повний текст джерелаIntroduction: food waste contributes to a negative climate impact and the meat wastage, especially beef, generates large amounts of greenhouse gas emissions per kilogram beef. Reducing animal wastage should be a priority in order to quickly reduce greenhouse gas emissions. Aim: The aim is to investigate consumers' attitude to buying beef that has been frozen the day before the best before date has passed in an attempt to reduce the meat wastage. The study also investigates whether food-related knowledge, skills and behaviors, summarized in the concept food literacy, affect the attitude of buying beef that has been frozen the day before the best before date has passed. Method: Data was collected using a web-questionnaire and a focus group. The processing and the analysis of the data was performed in Excel using Chi-Square tests. The qualitative data was transcribed and analyzed using coding and thematization. Results: The quantitative data shows a positive trend where the majority of consumers can see themselves buying beef that has been frozen the day before the best before date has passed. The results show that the level of food literacy increases with age. Factors that prove to be important for consumers are price, quality, packaging and origin. Conclusion: The majority of respondents regardless of age are positive about buying beef. The result indicates that the proportion of respondents with a high degree of food literacy increases with age and factors that prove to be important for consumers when buying beef are price, quality, packaging and origin.
Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.
Повний текст джерелаRiffel, Alvin Daniel. "Effects of a dialogical argumentation based instruction on grade 9 learners' conceptions of a meteorological concept: Cold Fronts in the Western Cape, South Africa." Thesis, University of Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6262_1384164748.
Повний текст джерела 
mixed methods&rsquo
) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.
The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin&rsquo
s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997).
Further analyses were conducted on learners&rsquo
beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement). 
After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science&ndash
IK curriculum for the Natural Sciences subjects in South African schools.
Goering, Christian Z. ""This ain't a ghetto class; this is a fine class!" : dramatic oral reading fluency activities in the social context of a ninth-grade classroom." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/339.
Повний текст джерелаLe, Rouge Mary Frances. "How Literate Responses to Technical Communication Can Promote Practical Responses to Environmental Change." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1622204365670828.
Повний текст джерелаSoriani, Alessandro. "L’influence des dynamiques relationnelles dans des contextes numériques sur le climat social des environnements d’apprentissage." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA043.
Повний текст джерелаYoung pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career, but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the research presents a phenomenology of the witness of 21 teachers and 365 boys and girls who are part of 4 schools, in two cities and in two different countries: France and Italy
Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.
Повний текст джерелаRuzow, Holland Ann Hope. "Participatory Planning for a Promised Land: Citizen-Led, Comprehensive Land Use Planning in New York’s Adirondack Park." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1292545997.
Повний текст джерелаLo, Jingjer. "The contribution of literary features and rhetorical devices in narrative plot climax of Genesis 22:1-19 to Abraham narrative (Genesis 12-25)." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Повний текст джерелаBell, Anita. "Re-visioning a "novel concept" : beyond vision and revision to advanced editing strategies." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/36431/1/Anita_Bell_Thesis.pdf.
Повний текст джерелаYu, Xin Xin. "HUMANS, NONHUMANS, ENVIRONMENT, AND TECHNOLOGY IN A POST-NATURAL WORLD: Translation and Commentary of a Story from Where Rain Falls Amiss (Kuyu zhi di 苦雨之地) by Wu Ming-yi 吳明益". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022.
Знайти повний текст джерелаCHIEN, SHIH-HUA, and 錢詩華. "Climate Literacy in Media Applied for Taiwan Education (CLiMATE): the Core Terms of Climate Change." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ge6925.
Повний текст джерела長榮大學
資訊管理學系(所)
104
The Fifth Assessment Report (AR5) of the United Nations Intergovernmental Panel on Climate Change (IPCC) has confirmed that global warming increases the frequency of extreme weather and disasters. With increasing importance on the issue of climate change, it is necessary for public to enhance their knowledge and clear any misconceptions on climate change. Previous studies that construct a framework of climate literacy indicators not only consumes time and labor, but also has a very complicated research process. This study will construct a framework of climate literacy indicators from media that people have contact with most frequently. The first step of this study is to collect data from multiple sources. These include “Climate Literacy-based on Principles of Climate Science Guide” published by the National Oceanic and Atmospheric Administration (NOAA) and the American Association for the Advancement of Science (AAAS), and the “United Daily News,” which includes three million news media articles dated through 2000 to 2009. The next step is extracting and matching keywords through an automated system. The results are as followed: 1. 51 keywords were extracted in total, and further divided into climate change causes (11 keywords), the impact of climate change (20 keywords), the response of climate change (7 keywords) and other related phrases (13 keywords). 2. Seven climate literacy core keywords that possess high relevance were chosen to couple with climate change-related issues. Results showed out of that these keywords (carbon dioxide, warming, energy, greenhouse gases, fossil fuels, species, and climate change), climate change headed the charts. After analysis of the coupling on climate change issues, two high frequency coupling paths were the most apparent, “Energy-greenhouse gas-climate change” and “global warming-greenhouse gasses-climate change.” 3. Choosing “climate change” as the main keyword to analyze the 3 levels of climate literacy, this structure needs to be further utilized. Compared to teaching materials of climate change adaptation published by the Ministry of Education in Taiwan, this study noticed that the teaching material was lacking in explaining climate change and its cause. The study shows that climate change literacy can not only be used to increase climate change education, but also develop more teaching materials on climate change based on climate literacy association map in the future.
LI-JIE, LIN, and 林立潔. "Study on Climate Change Literacy of TV News Journalists in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78782445019048521044.
Повний текст джерела國立臺灣師範大學
環境教育研究所
102
It has been reported by IPCC(Intergovernmental Panel on Climate Change) that global warming is a undisputed fact, and it was very likely cause by human beings. In addition, the overdevelopment of land worsens the vulnerability of environment. The right knowledge and concepts of citizens is a key to solving environmental problems. However, many studies have pointed out that the media is the main sources of environmental and scientific Information for citizens. Therefore, it is important that journalists have the expertise and the right attitude. This research targeted the TV News Journalists in Taiwan as the subjects and was primarily aimed to examine the knowledge, attitude and behavior for climate change issue. At the same time, this research analyzed the relationships among the background variables of the participants and three dimensions. And also focus on operation of media. A questionnaire was designed as the research tool of this quantitative study, and purposive sampling was employed as the sampling method, a total of 200 questionnaires were released and 145 were valid. The findings indicate: they were showed a poor level of climate change knowledge. The common problems of them in facing climate change issue, which were lack of scientific knowledge of climate change and the concept of mitigation and adaptation, poor understanding about the situation of climate change between global and Taiwan. The results indicate that the most trusted sources of information were scientific journals, experts, environmental groups (NGOs). And the TV News Journalists trusted newspapers and magazines more than TV. There were no significant effect in knowledge dimension; in attitude dimension and behavior dimension, there was a significant effect in working years. And there was no significant positive correlation between knowledge and attitude, and between knowledge and behavior intention, but there were a significant positive correlation between knowledge and behavior. People's lives were affected by climate change. People have to be consensus about solving environmental issues. However, TV news as the most important source of information for the public, the journalists must have more concerns on climate change issues. This survey shows that journalists’ climate change literacy level is poor, media organizations have to implement the climate change education.
Chi, Chu-Hen, and 戚居姮. "Study on Climate Change literacy Improvement of High School Students in Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/n29cbs.
Повний текст джерела國立臺灣大學
森林環境暨資源學研究所
106
According to IPCC AR4 and AR5, human activities is the most important reason of the climate change and the acceleration of the global warming since the twentieth century. The emission of the CO2 has tremendous effect on future climates. Facing the unstoppable climate changing process, all countries have to develop strategies to deal with the upcoming challenges. By educating the students on the importance of the climate change, we can rise the literacy of the citizen on climate change. With detailed understanding on knowledges of climate change, people will understand the importance of the climate change, care about it, and may be more willing to participate on the protection of the environment, even able to voice strongly at the policy level. Therefore, it is important to teach climate change at school. This not only increases people''s understanding on this issue, but also an important act to support the Paris Accord. This research is based on the questionnaire designed by Shih-Hsin University. There are three main topics: knowledge, attitudes, and action and skill. The test body is from three years students from Song-Shang Senior High School, and the result is also compared with the result from the high school students from the whole country. The promotion plan implements on the second-year students . The result shows that the climate change related courses increase the climate change literacy of the students significantly, especially on action and skill. The result from this study will help schools at all levels on climate change related educations.
TSENG, YIN-HSIUNG, and 曾英雄. "The Climate Change Response to Literacy of Interpretation Volunteers in Environmental Education Fields." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/10757983048342321976.
Повний текст джерела國立臺中教育大學
科學教育與應用學系環境教育及管理碩士班
105
Climate change is the significant and most affected issue leading to the humanity’s natural environmental disasters presently. The most people whether have related right knowledge and concepts to face and adapt the environmental issues lead by climate change. A lot of studies were indicated the interpretation volunteers in environmental education fields were the people’s main source channel of information. This study, through the questionnaire investigation, tries to understand interpretation volunteers’ literacy response to climate change in the fields, including knowledge, attitude, skill and behavior. And to help interpretation volunteers to understand the climate change and natural disaster prevention work in the fields that will help them to interpret and guide visitors on climate change. The study explored the interpretation volunteers’ literacy performace on climate change, and the correlation and affectiveness of climate change related terms, knowledge, attitude, skill and behavior. And discussed background factors how to influence volunteers’ literacy. The interpretation volunteers of our country’s 133 certified environment educational fields were the target objectives of questionnaire investigation. There were 665 copies of questionnaires set out, and 305 valid copies were recoveried, the valid return rate was 45.3%. The statistical results showed the knowledge resources of interpretation volunteers on climate change most came from the internet and social media. The volunteers’ teaching adopted more outdoors experiencing or theme learning than visiting environmental education fields. (1)The volunteers’ cognition, attitude, skills and behavior are mutually positively correlated. The volunteers’ cognition on climate change positively affected the attitude; the attitude positively affected the skill; the skill positively affected the behavior. (2) So the environmental education fields can try to enrich the knowledge of volunteers to cultivate their positive attitude. Further, through training, to strengthen volunteers’ interpretation skills to promote volunteers’ behaviors on climate change.
Harker-Schuch, Inez. "Using 3D serious gaming interventions to promote climate science literacy in the 12-13-year age group." Phd thesis, 2021. http://hdl.handle.net/1885/233789.
Повний текст джерелаLin, Sheng-Pang, and 林昇邦. "A Study of Student’s Improvements in Decision-Making Abilities and Climate Change Adaptability Literacy after Socioscientific Issues Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fgsxv9.
Повний текст джерела國立臺灣師範大學
科學教育研究所
105
This study aims to explore students’ improvements in decision-making abilities (i.e.,identifying controversies, differentiation, generating criteria, comparing pros and cons using strategies, making and evaluating a decision), and climate change adaptability literacy (i.e., cognition, attitude and action) after socioscientific issue teaching. The one-group pretest-posttest design was adopted with a technique of convenient sampling (37 sophomore students from a senior high school in Taoyuan City) in the study. The data including the pre- and post- tests of decision-making ability, questionnaire of climate change adaptability literacy, and worksheets were collected and analyzed with nonparametric statistics. The results showed that i) students’ overall decision-making ability was improved significantly after socioscientific issue teaching; ii) students’ overall climate change adaptability literacy was improved significantly after socioscientific issue teaching; iii) most students intended to make their decisions from the “ecological protection” view; iv) the students with higher pretest scores in decision-making ability had significant better decision-making performances in worksheets than those with lower pretest scores. However, the students with lower pretest scores in decision-making ability improved their decision-making ability significantly more than those with higher pretest scores after socioscientific issue teaching.
Lian, Yu-Han, and 連羽涵. "The Impact of Senior Grade Elementary School Students Information Literacy Competency on Creativity - Using Classroom Climate as the Moderator." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58400954696445785476.
Повний текст джерела國立臺南大學
教育學系教育經營與管理碩博士班
103
Creativity is very important to modern society, it can not only enhance our competitiveness, but also one of the country's powerful and advanced indicators. Therefore, the national culture of creativity is the trend to be reckoned with in the future. This study mainly explores the impact of student's information literacy on studentt's creativity, the impact of classroom climate on student's creativity, and the moderatoring effects of classroom climate between the impact of student's information literacy on student's creativity. The methodology of this study uses the questionnaire surveys for data collection and target the senior grade elementary school students from Tainan. Survey participants consist of 349 students from 10 elementary schools. This research used SPSS20.0 to apply descriptive statistics, pearson correlation analysis, multiple regression analysis, and hierarchical linear modeling. Main findings of this study included the following. It is a positive impact of studentt's information literacy on studentt's creativity. It is a positive impact of classroom climate on studentt's creativity. And it is no moderatoring effects of classroom climate between the impact of studentt's information literacy on student's creativity. Finally, based on the results and analysis of this study, we made recommendations to school administrant, teachers, families and the future researchers.
Chang, Chih-Hsiang, and 張智翔. "Comparison of the Climate Change Literacy between the Students of Graduate Institutes of Environmental Engineering and Environmental Education in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/01193047391988517982.
Повний текст джерела國立臺灣師範大學
環境教育研究所
102
Climate change is one of the most pressing issues in the world today, and also the emphasis in teaching and research in higher education. Environment-related departments in universities play an important role in both climate change research and the resulting climate change literacy of the students. The concern of this study is on whether the core competencies built for school curriculum were well correlated with climate change literacy. Thus, the objective of this study is to understand the climate change literacy of students through questionnaire surveys, and further examine the relationships between the core competencies and climate change literacy. A questionnaire was designed as the research tool for measuring and evaluating the climate change literacy of students of two major categories, environmental engineering and environmental education. The results indicate that students in graduate institutes of environmental education perform better than those in graduate institutes of environmental engineering on the aspects of knowledge, attitude, and action; whereas no significant difference can be identified for skill . Cluster analysis was also explored and the students can be categorized into “activeness”, “knowledgeable”, “practical”, “passive”, and “negative”. More students in environmental engineering are “passive”, whereas more students in environmental education are “aggressive”. Content analysis and semi-structured interviews were then also carried out to examine the relationships between core competencies and climate change literacy, as well as the reasons for the differences between the two groups of students. Students in environmental engineering treat themselves as more like "scientists". On the other hand, students in environmental education play a more active role as "communicators" in climate change.
Kgatla, Matome Edward. "Principals' perceptions of their instructional leadership role in the improvement of numeracy and literacy in primary schools." Diss., 2014. http://hdl.handle.net/2263/40443.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2014.
gm2014
Education Management and Policy Studies
unrestricted
Nunes, Mariana Graça Paquete. "Gamifying sustainability : raising carbon footprint awareness through gamification : the carbon footprint movement." Master's thesis, 2020. http://hdl.handle.net/10400.14/31250.
Повний текст джерелаPressões ambientais extremas estão a ser sentidas em todo o mundo. Evidências científicas alertam para a necessidade urgente do envolvimento da sociedade na mitigação das alterações climáticas. Esta dissertação visa avaliar em que medida um sistema baseado na gamificação pode aumentar a literacia de carbono e capacitar os indivíduos para adotarem comportamentos mais sustentáveis. Paralelamente, este estudo explora os pontos críticos em que devem ser tomadas medidas para a redução de obstáculos a estilos de vida mais pró-ambientais. Para atingir os objetivos estabelecidos, foi desenvolvido um instrumento de aprendizagem e de recolha de dados: The Carbon Footprint Movement. Os resultados indicam que a tomada diária de decisões raramente é precedida de uma deliberação sobre a respetiva pegada de carbono, que as pessoas mantêm ideias erradas sobre a eficácia ambiental das suas ações, e que os fatores contextuais desassociam ainda mais as intenções dos comportamentos. Não obstante, os participantes reportaram aumentos em literacia de carbono (23%) e afirmaram mudanças comportamentais ao longo da intervenção. Esta dissertação destaca a potencialidade de intervenções gamificadas na redução substancial de emissões de carbono, bloqueadas ao nível doméstico. No entanto, este estudo revela que um envolvimento cívico mais ativo no combate às alterações climáticas exige, simultaneamente, ajustes estruturais fundamentais. A metodologia descrita poderá ser utilizada para orientar o desenvolvimento de futuras intervenções gamificadas.
ŽIŽKOVÁ, Iveta. "Diagnostika vybraných didaktických pojmů v sémantickém prostoru studentů učitelství pro 1. stupeň ZŠ." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-136585.
Повний текст джерелаArvay, Emily. "Climate change, the ruined island, British metamodernism." Thesis, 2019. http://hdl.handle.net/1828/11111.
Повний текст джерелаGraduate
2021-08-08
Robinson, Alice. "Landfall: reading and writing Australia through climate change." Thesis, 2012. https://vuir.vu.edu.au/24440/.
Повний текст джерелаPolefrone, Phillip Robert. "Human/Nature: American Literary Naturalism and the Anthropocene." Thesis, 2020. https://doi.org/10.7916/d8-jnms-bw83.
Повний текст джерелаCheng, Ju-Chen, and 鄭如珍. "Multilevel Analysis of School Climate’s and Students’ Reading Attitudes’ Effect on Students’ Reading Literacy – An Example of Shanghai’s Data from PISA 2009." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25585983632274269158.
Повний текст джерела國立中興大學
教師專業發展研究所
100
The purpose of this study is to explore the effects of school climate and reading attitudes based on reading literacy. It also tests the mediatory effect of reading attitudes between school climate and reading literacy. The PISA database has the multilevel characteristics: one is the student level, and the other, the school level. It is feasible to analyze PISA 2009 database by hierarchical linear model (HLM). The total number of students included in the study is 5,025 selected from Programme for International Student Assessment 2009 (PISA 2009). The unit in level-1 is about students’ variables of joys of reading, teacher-student relationship and disciplinary climate in classrooms. Level-2 is the unit about schools’ variable of school climate, including both the behavior of teachers and students.HLM is used to analyze the data multilevel. The results are as followings: 1. The variables of students’ level can be positively significant on predicting students’ reading literacy. It means: the more joys of reading students have, the better their reading literacy performance is; the more teacher and student relationship promotes, the more preferable their reading literacy performance becomes; the more controllable the disciplinary climate in classrooms is, the more desirable their reading literacy performance gets. 2. The variables of school level only on ‘students’ behavior can be a positive and significant predictor of students’ reading literacy. It means the better students behave, the stronger their reading literacy grows to be. However, teachers’ behavior does not affect directly students'' reading literacy. 3. The variables of students’ level mediate the relationship between the variables of school level and their reading literacy. It means that students’ reading joys mediate the relationship between students’ behavior and their reading literacy; the teacher student relationship mediates the relationship between students’ behavior and their reading literacy, and the disciplinary climate mediates the relationship between students’ behavior and their reading literacy. According to the findings, implications and suggestions for practical education and future researches are provided.
Berze, Ottilia E. "Assessing foresight to advance management of complex global problems." Thesis, 2019. http://hdl.handle.net/1828/10713.
Повний текст джерелаGraduate