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Students’ conceptions of uncertainties in the context of climate change
International Research in Geographical and Environmental Education Pub Date : 2021-01-07 , DOI: 10.1080/10382046.2020.1852782
Mareike Schauss 1 , Sandra Sprenger 1
Affiliation  

Abstract

The issue of uncertainty about climate change as transparently communicated by scientists is integral to climate research. Both concepts - the complexity and the uncertainty of projection data - make climate research an exciting field and confront the population with major challenges. The scientific consensus of anthropogenic climate change is described, but there are also uncertainties, which for example, result from incomplete knowledge, creating tension in the field of climate research. This study provides an empirical contribution to climate change education, which is a central topic in Education for Sustainable Development (ESD), and shows how uncertainties are perceived from the students’ perspective. Guided interviews were conducted with high school students using Mayring’s approach of deductive category formation. We found interesting results among students in the area of uncertainties in climate modeling. Uncertainties due to limited knowledge about climate change and anthropogenic factors were less mentioned by the students, but they appeared to have much knowledge about the limits of climate modeling.



中文翻译:

学生对气候变化背景下不确定性的概念

摘要

科学家透明地传达的关于气候变化的不确定性问题是气候研究不可或缺的一部分。这两个概念——预测数据的复杂性和不确定性——使气候研究成为一个令人兴奋的领域,并使人们面临重大挑战。描述了人为气候变化的科学共识,但也存在不确定性,例如,由于知识不完整,造成气候研究领域的紧张局势。本研究为气候变化教育提供了实证贡献,气候变化教育是可持续发展教育 (ESD) 的中心主题,并展示了如何从学生的角度看待不确定性。使用 Mayring 的演绎类别形成方法对高中生进行了引导式访谈。我们在学生中发现了气候建模不确定性领域的有趣结果。由于对气候变化和人为因素的知识有限而导致的不确定性很少被学生提及,但他们似乎对气候建模的局限性有很多了解。

更新日期:2021-01-07
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