期刊
BULLETIN OF THE AMERICAN METEOROLOGICAL SOCIETY
卷 103, 期 10, 页码 E2265-E2272出版社
AMER METEOROLOGICAL SOC
DOI: 10.1175/BAMS-D-21-0256.1
关键词
Climate Change; Education
This study presents an encouraging update on young adults' response to the climate crisis by comparing the effectiveness of a course on Climate and Climate Change with a traditional introductory meteorology course in motivating behavior modifications that lighten the carbon footprint.
Advances in science literacy documented in an undergraduate course on Climate and Climate Change at the University of Wisconsin-Madison (UW) in 2020 raised the question: Does the new climate knowledge translate into behavior change? Traditionally a knowledge-action gap has undermined educators' efforts to galvanize actions toward mitigating climate change. Through a survey focused on carbon footprint and civic engagement and testimonials gleaned from students' capstone elevator speeches, this study presents an encouraging update on young adults' response to the climate crisis. By comparing responses to a similar survey distributed to UW students in another undergraduate course in 2021, we show that the course focused on -Climate and Climate Change motivated behavior modifications that lighten the carbon footprint to a greater degree than a traditional introductory meteorology course.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据