Abstract

The urgent societal need for climate action requires climate change expertise. But who is a climate change expert? What is the role of atmospheric and Earth system science education? In this study, we examine what competencies do atmospheric and Earth system scientists teach in selected programmes in seven European countries, and how they view the importance of various competencies for the students to learn. We also asked about teacher experiences and wishes related to teaching collaboration. We found that the atmospheric and Earth system scientists taught and valued the highest the traditional academic competencies related e.g. to critical thinking and applying knowledge. The normative, strategic and interpersonal competencies of sustainability were generally less valued and taught. The largest teaching gaps were found in competencies such as developing new ideas, interpersonal competency, making arguments and looking for solutions, critical thinking, collaboration and communication skills. Preferred collaborators for atmospheric and Earth system scientists were scientists from their own field or from other natural sciences, while collaborators from other sciences and wider society were less popular choices. The atmospheric and Earth systems scientists in our study did not see themselves as climate change experts. We foresee here a need to define climate change competencies.

摘要

社会对气候行动的迫切需求需要气候变化专业知识。但是谁是气候变化专家？大气和地球系统科学教育的作用是什么？在这项研究中，我们研究了大气和地球系统科学家在七个欧洲国家的选定计划中教授的能力，以及他们如何看待各种能力对学生学习的重要性。我们还询问了教师的经验以及与教学合作有关的愿望。我们发现，大气和地球系统的科学家教授和重视与批判性思维和应用知识有关的传统学术能力的最高水平。可持续性的规范性，战略性和人际交往能力通常受到重视和教导的程度较低。最大的教学差距是在能力中发现的，例如发展新想法，人际交往能力，提出论据和寻找解决方案，批判性思维，协作和沟通技巧。大气和地球系统科学家首选的合作者是他们自己领域或其他自然科学的科学家，而其他科学和更广泛的社会的合作者则不太受欢迎。我们研究中的大气和地球系统科学家并不认为自己是气候变化专家。我们预见到这里需要定义气候变化能力。大气和地球系统科学家首选的合作者是他们自己领域或其他自然科学的科学家，而其他科学和更广泛的社会的合作者则不太受欢迎。我们研究中的大气和地球系统科学家并不认为自己是气候变化专家。我们预见到这里需要定义气候变化能力。大气和地球系统科学家首选的合作者是他们自己领域或其他自然科学的科学家，而其他科学和更广泛的社会的合作者则不太受欢迎。我们研究中的大气和地球系统科学家并不认为自己是气候变化专家。我们预见到这里需要定义气候变化能力。