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Proceedings of the NATO Advanced Research Workshop concerned with education and training in global environmental change science, held at the University of Western Ontario, Canada, June 4 - 8, 1994
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.
Environmental educators face a formidable challenge when they approach climate change due to the complexity of the science and of the political and cultural contexts in which people live. There is a clear consensus among climate scientists that climate change is already occurring as a result of human activities, but high levels of climate change awareness and growing levels of concern have not translated into meaningful action. Communicating Climate Change provides environmental educators with an understanding of how their audiences engage with climate change information as well as with concrete, empirically tested communication tools they can use to enhance their climate change program. Starting with the basics of climate science and climate change public opinion, Armstrong, Krasny, and Schuldt synthesize research from environmental psychology and climate change communication, weaving in examples of environmental education applications throughout this practical book. Each chapter covers a separate topic, from how environmental psychology explains the complex ways in which people interact with climate change information to communication strategies with a focus on framing, metaphors, and messengers. This broad set of topics will aid educators in formulating program language for their classrooms at all levels. Communicating Climate Change uses fictional vignettes of climate change education programs and true stories from climate change educators working in the field to illustrate the possibilities of applying research to practice. Armstrong et al, ably demonstrate that environmental education is an important player in fostering positive climate change dialogue and subsequent climate change action. Thanks to generous funding from Cornell University, the ebook editions of this book are available as Open Access from Cornell Open (cornellpress.cornell.edu/cornell-open) and other Open Access repositories.
Questions surrounding the issue of climate change are evolving from "Is it happening?" to "What can be done about it?" The primary obstacles to addressing it at this point are not scientific but political and economic; nonetheless a quick resolution is unlikely. Ignorance and confusion surrounding the issue -- including a lack of understanding of climate science, its implications for the environment and society, and the range of policy options available -- contributes to the political morass over dealing with climate change in which we find ourselves. Climate Change Policy addresses that situation by bringing together a wide range of new writings from leading experts that examine the many dimensions of the topics most important in understanding climate change and policies to combat it. Chapters consider: climate science in historical perspective analysis of uncertainties in climate science and policy the economics of climate policy North-South and intergenerational equity issues the role of business and industry in climate solutions policy mechanisms including joint implementation, emissions trading, and the so-called clean development mechanism Regardless of the fate of the Kyoto Protocol, the issues raised in that debate will persist as new climate protection regimes emerge; this volume treats most of those topics. Tying the chapters together is a shared conclusion that climate change is a real and serious problem, and that we as a society have an obligation not merely to adapt to it but to mitigate it in whatever intelligent ways we can develop. Cost-effectiveness is not disdained, but neither is the imperative for valuing species threatened by rapid climate change.
In recent years, global change has become increasingly important in technological, ecological and political spheres. This companion examines the environmental events of recent times, and investigates long-term trends as well as broader issues of global change.
The contributors to this book address the critically important dual challenge of making environmental education engaging while engaging individuals, institutions and communities. Rather than treating students and citizens as passive recipients of other people’s knowledge, the book highlights the importance of engaging learners as active agents in thinking about and constructing a more sustainable and equitable quality of life.
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Numerous experts including ecologists, geneticists, paleontologists and climatologists, investigate the response of terrestrial organisms to changes in their environment. The volume comprises an introductory and a final chapter by the editors as well as another 35 contributions. These are divided into six sections: 1. past environmental changes - the late-Quaternary; 2. spatial responses to past changes; 3. mechanisms enabling spatial responses; 4. evolutionary responses to past changes; 5. mechanisms enabling evolutionary responses; 6. predicted future environmental changes and simulated responses. The overwhelming and unanimous conclusion of all contributors is that forecasted global environmental changes pose a severe threat to the integrity of ecosystems worldwide and to the survival of at least some species.