Following the classification schema employed by the CAMEL Project website, this list includes information concerning individual and collection efforts to respond to the impacts of climate change.
The Association of Knowledge with Concern about Global Warming: Trusted Information Sources Shape Public Thinking
http://www.ncbi.nlm.nih.gov/pubmed/19302280
Description: During the last decade, a great deal of news media attention has focused on informing the American public about scientific findings on global warming (GW). Has learning this sort of information led the American public to become more concerned about GW? Using data from two surveys of nationally representative samples of American adults, this article shows that the relation between self-reported knowledge and concern about GW is more complex than what previous research has suggested. Among people who trust scientists to provide reliable information about the environment and among Democrats and Independents, increased knowledge has been associated with increased concern. But among people who are skeptical about scientists and among Republicans more knowledge was generally not associated with greater concern. The association of knowledge with concern among Democrats and Independents who trust scientists was mediated by perceptions of consensus among scientists about GW's existence and by perceptions that humans are a principal cause of GW. Moreover, additional analyses of panel survey data produced findings consistent with the notion that more knowledge yields more concern among Democrats and Independents, but not among Republicans. Thus, when studying the relation of knowledge and concern, it is important to take into account the content of the information that different types of people acquire and choose to rely upon. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience: Undergraduate Students, Lifelong Learners, Graduate Students, Faculty
Citation: Risk Analysis 29.5 (2009): 633 - 647
California Academy of Sciences - Global Climate Change and Sea Level Rise
Description: In this activity, learners practice the steps involved in a scientific investigation while learning why ice formations on land will cause a rise in sea level upon melting. This activity relates to climate change, water displacement, and density and can be performed as a demonstration or in groups. This detailed lesson guide includes key vocabulary, background information for educators, an extension activity, and resources.
Keywords: Participation; Groups; Communities; Educational
Access:
Audience: Secondary
Citation:
CAMEL - Climate, Adaptation, Mitigation, & E-Learning
http://www.plantsciences.ucdavis.edu/plantsciences_Faculty/Bloom/CAMEL/main.html
Description: According to the website, the project's objectives include the following: Pioneer new cyberinfrastructure that will support and promote the creation of best available scientific information for climate change education and build a community of researchers, educators, and students forwarding the knowledge of climate change causes, consequences, and responses.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience:
Citation:
Climate Adaptation Knowledge Exchange
http://www.cakex.org/
Description: Climate Adaptation Knowledge Exchange (CAKE) is a joint project of Island Press and EcoAdapt. It is aimed at building a shared knowledge base for managing natural systems in the face of rapid climate change. CAKE brings together EcoAdaptís recognized leadership in developing the concepts and practices of climate adaptation with Island Pressís 27 years as the leading publisher of solutions-based environmental information to offer the most valuable, up-to-date, and authoritative materials on the subject. Just as importantly, it is intended to help build an innovative community of practice. It helps users to get beyond the limitations of their time and the unwieldy thicket of books, papers and articles by vetting and clearly organizing the best information available, building a community via an interactive online platform, creating a directory of practitioners to share knowledge and strategies, and identifying and explaining data tools and information available from other sites.
Keywords: Participation; Groups; Communities; Educational
Access:
Audience: Lifelong Learners
Citation:
Climate Communication
http://www.climatecommunication.org
Description: A non-profit science and outreach project funded by the Rockefeller Brothers Fund and the ClimateWorks Foundation. Climate Communication operates as a project of the Aspen Global Change Institute, a non-profit organization dedicated to furthering the scientific understanding of Earth systems and global environmental change.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Undergraduate Students, Lifelong Learners, Students, Grades 10 -12, Faculty
Citation:
ClimateBites
http://www.climatebites.org
Description: An online toolkit for climate change communicators. It breathes life into climate communication with metaphors, soundbites, humor, stories and graphics that help make your message stick.
Keywords: Participation; Groups; Communities
Access: Open Access
Audience: Faculty, Grades 10 -12, Grades 4 - 6, Graduate Students, Lifelong Learners, Practitioners, Undergraduate Students
Citation:
Climate Change Education for Sustainable Development at UNESCO
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-education/
Description: Through its Climate Change Education for Sustainable Development program, UNESCO aims to make climate change education a more central and visible part of the international response to climate change. The program aims to help people understand the impact of global warming today and increase "climate literacy" among young people. It does this by strengthening the capacity of its Member States to provide quality climate change education; encouraging innovative teaching approaches to integrate climate change education in school and by raising awareness about climate change as well as enhancing non-formal education programs through media, networking and partnerships.
Keywords: Participation; Groups; Communities; Educational
Access:
Audience: Grades 10 -12, Grades 4 - 6
Citation:
Climate Change Education Goals, Audiences, and Strategies: A Workshop Summary
http://books.nap.edu/catalog.php?record_id=13224
Description: The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level.The public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience: Faculty, Graduate Students, Lifelong Learners, Undergraduate Students
Citation:
Climate Change Knowledge Portal
http://sdwebx.worldbank.org/climateportal/
Description: The Climate Change Knowledge Portal (CCKP) Beta is a central hub of information, data and reports about climate change around the world. Here you can query, map, compare, chart and summarize key climate and climate-related information.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Lifelong Learners, Practitioners
Citation:
Climate Literacy
http://climate.noaa.gov/index.jsp?pg=/education/edu_index.jsp&edu=literacy
Description: During the International Geophysical Year (IGY) of 1957-1958, the U.S. National Academy of Sciences published a pioneering science education publication, Planet Earth: Mystery with 100,000 Clues. The brochure pointed out that Earth's natural greenhouse effect was being altered as our industrial civilization has been pouring carbon dioxide into the atmosphere at a great rate. The brochure went on to warn that if this continued, the result would have a marked warming effect on Earth's climate that could cause significant melting of the great ice caps and raise sea levels in time.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience:
Citation:
ClimateWizard
http://www.climatewizard.org/
Description: A tool used to view historic temperature and rainfall maps for anywhere in the world, view state-of-the-art future predictions of temperature and rainfall around the world, and view and download climate change maps in a few easy steps.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Faculty, Grades 10 -12, Grades 4 - 6, Graduate Students, Lifelong Learners, Undergraduate Students
Citation:
The Coastal Areas Climate Change Education (CACCE) Partnership: Development and Planning Efforts for Climate Change Education in Florida and the Caribbean
http://www.cleanet.org/cln/telecon_schedule.html
Description: The CACCE Partnership (www.cacce.net), with funded partners at the University of South Florida, the University of Puerto Rico at Mayaguez, the University of the Virgin Islands, the Florida Aquarium, and the Hillsborough County School System, is one of the fifteen NSF-funded Climate Change Education Partnership (CCEP) Program Phase 1 projects, focused on developing a network of partnering organizations and a comprehensive strategic plan for climate change education focused on the impacts of climate change in low-lying coastal areas of Florida and the Caribbean, with a strong emphasis on issues of the 'built environment'. -- Authors
Keywords: Participation; Groups
Access: Open Access
Audience: Grades 10-12, Graduate Students, Lifelong Learners, Undergraduate Students
Citation:
Communicating the Science of Climate Change
http://dx.doi.org/10.1063/PT.3.1296
Description: It is urgent that climate scientists improve the ways they convey their findings to a poorly informed and often indifferent public.
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience: Undergraduate Students, Lifelong Learners, Graduate Students, Faculty
Citation: Physics Today 64.10 (2011): 48
CRiSTAL
http://www.iisd.org/cristaltool/
Description: The Community-based Risk Screening Tool – Adaptation and Livelihoods (CRiSTAL) is designed to help project planners and managers integrate climate change adaptation and risk reduction into community-level projects
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Undergraduate Students, Practitioners, Lifelong Learners, Graduate Students, Faculty
Citation:
Digital Coast Webinar Series
http://www.csc.noaa.gov/digitalcoast/webinar/
Description: This series introduces Digital Coast tools and data through demonstrations, case studies and opportunities to engage with field experts and colleagues. Webinars are offered monthly, from 2:00 p.m. to 3:00 p.m. (eastern).
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience: Faculty, Grades 10 -12, Graduate Students, Lifelong Learners, Undergraduate Students
Citation:
DLESE Teaching Boxes
http://www.teachingboxes.org/seaLevel/index.jsp
Description: This website provides a series of six lessons, each of which includes a number of activities, related to sea level change. The lessons are: Introductory activity: Consequences of Global Warming; Experimenting with Ice Melt; Glacial Evidence for Sea Level Change; Fossil Evidence for Sea Level Change; Impacts of Topography on Sea Level Change; and Culminating Activity: Impacts of Sea Level Change.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Grades 10 -12, Secondary
Citation:
Do Earth and Environmental Science Textbooks Promote Middle and High School Students' Conceptual Development about Climate Change?
http://dx.doi.org/10.1175/2009BAMS2625.1
Description: Misconceptions or a lack of relevant prior concepts can hinder students from developing an understanding of scientific concepts. Science education research suggests that building on students' prior concepts is an effective way to develop students' scientific knowledge. This study reports the results of an analysis of earth and environmental science textbooks' representations of climate change concepts and an examination of these presentations for possible contribution to students' common misconceptions of climate change. A literature review was conducted to identify students' common misconceptions of climate change. Textbooks' conceptual coverage and their ways of presenting scientific conceptions were examined concerning their potential influence on further reinforcing and adding greater confidence to students' misconceptions. Our results indicate that the reviewed textbooks were not designed based on careful consideration of students' common misconceptions of climate change. We made recommendations for improving the conceptual clarity and organization of climate change concepts in Earth and environmental science textbooks. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience:
Citation: Bulletin of the American Meteorological Society (BAMS) 91.7 (2010): 889-898
Fear Won't Do It: Promoting Positive Engagement with Climate Change Through Visual and Iconic Representations
http://dx.doi.org/10.1177/1075547008329201
Description: Fear-inducing representations of climate change are widely employed in the public domain. However, there is a lack of clarity in the literature about the impacts that fearful messages in climate change communications have on people's senses of engagement with the issue and associated implications for public engagement strategies. Some literature suggests that using fearful representations of climate change may be counterproductive. The authors explore this assertion in the context of two empirical studies that investigated the role of visual, and iconic, representations of climate change for public engagement respectively. Results demonstrate that although such representations have much potential for attracting people's attention to climate change, fear is generally an ineffective tool for motivating genuine personal engagement. Nonthreatening imagery and icons that link to individuals' everyday emotions and concerns in the context of this macro-environmental issue tend to be the most engaging. Recommendations for constructively engaging individuals with climate change are given. -- Authors
Keywords: Participation; Groups; Communities
Access: Subscription Required
Audience:
Citation: Science Communication 30.3 (2009): 355-379
Improvements Needed to Clarify National Priorities and Better Align Them with Federal Funding Decisions
http://www.gao.gov/products/GAO-11-317
Description: Climate change poses risks to many environmental and economic systems, including agriculture, infrastructure, and ecosystems. Federal law has periodically required the Office of Management and Budget (OMB) to report on federal climate change funding. GAO was asked to examine (1) federal funding for climate change activities and how these activities are organized; (2) the extent to which methods for defining and reporting climate change funding are interpreted consistently across the federal government; (3) federal climate change strategic priorities, and the extent to which funding is aligned with these priorities; and (4) what options, if any, are available to better align federal climate change funding with strategic priorities. GAO analyzed OMB funding reports and responses to a Web-based questionnaire sent to federal officials, reviewed available literature, and interviewed stakeholders. -- Authors
Keywords: Participation; Groups
Access: Open Access
Audience: Undergraduate Students, Lifelong Learners, Graduate Students, Faculty
Citation:
Knowledge of Climate Change Across Global Warming's Six Americas
Description: 'Knowledge of Climate Change across Global Warming's Six Americas' reports results from a national study of what the American public understands about how the climate system works, and the causes, impacts and potential solutions to global warming. -- Publisher
Keywords:
Access: Open Access
Audience: Grades 10-12; Lifelong learners; Undergraduate students
Citation: Leiserowitz, A. & Smith, N. (2010) Knowledge of Climate Change Across Global Warming’s Six Americas. Yale University. New Haven, CT: Yale Project on Climate Change Communication.
Media Literacy as a Key Strategy Toward Improving Public Acceptance of Climate Change Science
http://dx.doi.org/10.1525/bio.2011.61.3.8
Description: Without public trust of climate change science, policymaking in a democratic society cannot address the serious threats that we face. Recent calls for proposals to increase climate literacy from federal agencies such as NASA, NOAA (National Oceanic and Atmospheric Administration), and the National Science Foundation illustrate the urgency of this crisis. Although more climate change education is certainly needed, focusing solely on climate literacy will not garner public trust and may leave out high-impact media literacy education. Climate change deniers have been more effective educators than scientists and science educators because their messages are (a) empowering, built on the premise that every individual can quickly learn enough to enter public discourse on climate change; and (b) delivered through many forms of media. A more effective strategy for scientists and science educators should include not only discourse approaches that enable trust, with emphasis on empowerment through reasoning skills, but also approaches that embrace the maturing discipline of media literacy education. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience:
Citation: BioScience 61.3 (2011): 231-237
NCSU Climate Change Education K-12 Modules
http://www.nc-climate.ncsu.edu/edu/k12/.index
Description: These are a series of modules on climate change from the State Climate Office of North Carolina. It is the primary source for NC weather and climate information and is involved in all aspects of climate research, education, and extension services. The State Climate Office is a public-service center, part of the UNC system, housed at North Carolina State University.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Grades 1-3, Grades 10-12, Grades 4 - 6, Kindergarten
Citation:
No More Business as Usual: Addressing Climate Change Through Constructive Engagement
Description: "Should we panic yet? This was the question asked and answered (in the negative) by a recent Proceedings of the National Academy of Sciences editorial in response to new research indicating that 'greenhouse gas emissions of the past have already loaded the Earth System sufficiently to bring about disastrous global warming' and therefore 'the ultimate goal of climate protection policy, as stipulated by the United Nations Framework Convention on Climate Change appears to be delusional.' The editorialist, director of the Potsdam Institute for Climate Impact Research Hans Schellnhuber, concluded, 'We are still left with a fair chance to [avoid disastrous warming], yet the race between climate dynamics and climate policy will be a close one. ...This requires an industrial revolution for sustainability, starting now' (Schellnhuber, 2008, p. 14239). So don’t panic, or shout. Please move quickly to the nearest exit (of our current 'business as usual' scenario) and start communicating constructively about climate change!" -- Authors
Keywords:
Access: Subscription required
Audience:
Citation: Maibach, Edward, and Susanna Hornig Priest. 2009. "No More Business as Usual: Addressing Climate Change Through Constructive Engagement" Science Communication 30: 299-304. doi: 10.1177/1075547008329202.
The NSTA Learning Center
http://learningcenter.nsta.org/products/symposia_seminars/NES/webseminar2.aspx
Description: In this web seminar, educators learned the answer to the question ìWhat factors have the greatest influence on the temperature of a planet?î The Earth Climate Course web seminar featured lesson is "Modeling Hot and Cold Planets" from the educator guide, where students design an experiment to determine the factors having the greatest influence on the temperature of a planet and test their hypotheses using physical and computer models.
Keywords: Participation; Groups; Communities; Educational
Access:
Audience: Faculty
Citation:
Online Environmental Studies Degrees
http://www.guidetoonlineschools.com/degrees/humanities/environmental-studies
Description: Environmental studies provides a way for you to understand the deep relationship between human beings and the land they occupy. However, you will do far more than navel-gaze into humankind's relationship with Earth. The natural world, flora and fauna, and the atmosphere are also crucial to environmental studies; this learning will expand your grasp of what the world encompasses. Because of the breadth encompassed by environmental studies, majoring in the field can prepare you for a variety of careers, including those in government, journalism, business, human rights, and of course, scientific inquiry.
Keywords: Participation; Groups; Communities; Educational
Access:
Audience: Graduate Students
Citation:
Real Climate: Climate Science from Climate Scientists
http://www.realclimate.org/
Description: The importance of climate change education is, to the RealClimate community, a no-brainer. Numerous professional science organizations, from the American Chemical Society to the American Geophysical Union to the Geological Society of America have stressed the imperative of climate science being an integral part of science education.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Faculty
Citation:
Reorienting Climate Change Communication for Effective Mitigation
http://dx.doi.org/10.1177/1075547008328969
Description: Climate communication approaches expend significant resources promoting attitudinal change, but research suggests that encouraging attitudinal change alone is unlikely to be effective. The link between an individual's attitudes and subsequent behavior is mediated by other influences, such as social norms and the 'free-rider' effect. One way to engender mitigative behaviors would be to introduce regulation that forces green behavior, but government fears a resulting loss of precious political capital. Conversely, communication approaches that advocate individual, voluntary action ignore the social and structural impediments to behavior change. The authors argue that there are two crucial, but distinct, roles that communication could play in engaging the public in low carbon lifestyles: first, to facilitate public acceptance of regulation and second, to stimulate grass-roots action through affective and rational engagement with climate change. The authors also argue that using communication to stimulate demand for regulation may reconcile these 'top-down' and 'bottom-up' approaches. -- Authors
Keywords: Participation; Individuals; Activities; Behaviors
Access: Subscription Required
Audience:
Citation: Science Communication 30.3 (2009): 305-327
Skeptical Science
http://www.skepticalscience.com/
Description: The goal of Skeptical Science is to explain what peer reviewed science has to say about global warming. When you peruse the many arguments of global warming skeptics, a pattern emerges. Skeptic arguments tend to focus on narrow pieces of the puzzle while neglecting the broader picture. For example, focus on Climategate emails neglects the full weight of scientific evidence for man-made global warming. Concentrating on a few growing glaciers ignores the world wide trend of accelerating glacier shrinkage. Claims of global cooling fail to realise the planet as a whole is still accumulating heat. This website presents the broader picture by explaining the peer reviewed scientific literature.Often, the reason for disbelieving in man-made global warming seem to be political rather than scientific. Eg - 'it's all a liberal plot to spread socialism and destroy capitalism'. As one person put it, 'the cheerleaders for doing something about global warming seem to be largely the cheerleaders for many causes of which I disapprove'. However, what is causing global warming is a purely scientific question. Skeptical Science removes the politics from the debate by concentrating solely on the science. -- Authors
Keywords: Participation; Individuals; Evaluation
Access: Open Access
Audience: Undergraduate Students, Lifelong Learners, Graduate Students, Grades 10 -12, Faculty
Citation:
Students' Conceptions about the Geenhouse Effect, Global Warming, and Climate Change
http://dx.doi.org/10.1007/s10584-009-9786-9
Description: The purpose of this study was to investigate students’ conceptions of the greenhouse effect, global warming, and climate change. The study was descriptive in nature and reflected a cross-age design involving the collection of qualitative data from 51 secondary students from three different schools in the Midwest, USA. These data were analyzed for content in an inductive manner to identify student’s conceptions. The categories that emerged from the students’ responses reflected different degrees of sophistication of students’ conceptions about the greenhouse effect, global warming, and climate change. Based on these findings wemake curricular recommendations that build on the students’ conceptions, the IPCC Findings, the NRC (1996) science education standards, and NOAA’s climate literacy framework. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience:
Citation: Climatic Change 104.3-4 (2010): 481-507
Theory and Language of Climate Change Communication
http://dx.doi.org/10.1002/wcc.2
Description: Climate change communication has become a salient topic in science and society. It has grown to be something like a booming industry alongside more established ‘communication enterprises’, such as health communication, risk communication, and science communication. This article situates the theory of climate change communication within theoretical developments in the field of science communication. It discusses the importance and difficulties inherent in talking about climate change to different types of publics using various types of communication tools and strategies. It engages with the difficult issue of the relationship between climate change communication and behavior change, and it focuses, in particular, on the role of language (metaphors, words, strategies, frames, and narratives) in conveying climate change issues to stakeholders. In the process, it attempts to provide an overview of emerging theories of climate change communication, theories that recently have begun to proliferate quite dramatically. In some cases, we can, therefore only provide signposts to the most relevant research that is being carried out with regard to climate change communication without being able to engage with all its aspects. We end with an assessment of how communication could be improved in light of the theories and practices discussed in this article. -- Authors
Keywords: Participation; Groups; Communities; Educational
Access: Subscription Required
Audience:
Citation: Wiley Interdisciplinary Reviews: Climate Change 1.1 (2010): 97–110
Visualize Inundation in the Coastal Inundation Toolkit
http://www.csc.noaa.gov/digitalcoast/inundation/understand.html
Description: A toolkit defining, and exploring impacts and causes of coastal inundation.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Undergraduate Students, Practitioners, Lifelong Learners, Graduate Students, Grades 10 -12, Faculty
Citation:
Windows to the Universe: Classroom Activities and Demonstrations
http://www.windows2universe.org/php/teacher_resources/activity.php#6
Description: This website presents different topics, such as, Science and Literacy, Our Solar System, Atmosphere and Weather, Geology , Geography , Climate and Global Change, Water , Life , Sun and Spaceweather, and Physics and Chemistry. Each topic includes several activities. These activities are appropriate (or could be easily adapted) for middle school. The Science Standards addressed are on each activity page.
Keywords: Participation; Groups; Communities; Educational
Access: Open Access
Audience: Grades 10 -12, Secondary
Citation: