{"title":"国家气候评估中社会科学的共同性。","authors":"Keely Maxwell, Emily Eisenhauer, Allyza Lustig","doi":"10.1175/wcas-d-21-0157.1","DOIUrl":null,"url":null,"abstract":"<p><p>Integration of the social sciences into climate assessments enhances report content and actionable science. The literature has identified the benefits and challenges in achieving coequal intellectual partnerships between the social and biogeophysical sciences in climate research. Less has been written on how to rectify the issue in the particular institutional context of a climate assessment. This article uses qualitative research methods to analyze social science integration in the United States' Fourth National Climate Assessment. It presents findings from focus groups held with social science-and nonsocial science-trained report authors. It finds that knowledge governance, or the formal and informal mechanisms shaping how information is produced and used, and cultural worldviews about the role of social sciences in assessments and assessments in society, affected social science integration. Report authors' principal orientation toward the social sciences was as a means of achieving what they saw as the assessment's public function, namely, to support education, decision-making, and action. Author expertise, report framing, and knowledge systems were other key themes that emerged. Based on this analysis, we propose potential pathways toward coequal intellectual partnerships in assessments by expanding the diversity of chapter teams' expertise, enhancing connections between authors and society, reconsidering report framing, and broadening inclusion of knowledge systems. We also discuss the potential role of applying social science theories and methods throughout the report life cycle from framing and engagement to evaluation.</p>","PeriodicalId":48971,"journal":{"name":"Weather Climate and Society","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9762488/pdf/nihms-1853975.pdf","citationCount":"0","resultStr":"{\"title\":\"Toward Coequality of the Social Sciences in the National Climate Assessment.\",\"authors\":\"Keely Maxwell, Emily Eisenhauer, Allyza Lustig\",\"doi\":\"10.1175/wcas-d-21-0157.1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Integration of the social sciences into climate assessments enhances report content and actionable science. The literature has identified the benefits and challenges in achieving coequal intellectual partnerships between the social and biogeophysical sciences in climate research. Less has been written on how to rectify the issue in the particular institutional context of a climate assessment. This article uses qualitative research methods to analyze social science integration in the United States' Fourth National Climate Assessment. It presents findings from focus groups held with social science-and nonsocial science-trained report authors. It finds that knowledge governance, or the formal and informal mechanisms shaping how information is produced and used, and cultural worldviews about the role of social sciences in assessments and assessments in society, affected social science integration. Report authors' principal orientation toward the social sciences was as a means of achieving what they saw as the assessment's public function, namely, to support education, decision-making, and action. Author expertise, report framing, and knowledge systems were other key themes that emerged. Based on this analysis, we propose potential pathways toward coequal intellectual partnerships in assessments by expanding the diversity of chapter teams' expertise, enhancing connections between authors and society, reconsidering report framing, and broadening inclusion of knowledge systems. We also discuss the potential role of applying social science theories and methods throughout the report life cycle from framing and engagement to evaluation.</p>\",\"PeriodicalId\":48971,\"journal\":{\"name\":\"Weather Climate and Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9762488/pdf/nihms-1853975.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Weather Climate and Society\",\"FirstCategoryId\":\"89\",\"ListUrlMain\":\"https://doi.org/10.1175/wcas-d-21-0157.1\",\"RegionNum\":4,\"RegionCategory\":\"地球科学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"ENVIRONMENTAL STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Weather Climate and Society","FirstCategoryId":"89","ListUrlMain":"https://doi.org/10.1175/wcas-d-21-0157.1","RegionNum":4,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"ENVIRONMENTAL STUDIES","Score":null,"Total":0}
Toward Coequality of the Social Sciences in the National Climate Assessment.
Integration of the social sciences into climate assessments enhances report content and actionable science. The literature has identified the benefits and challenges in achieving coequal intellectual partnerships between the social and biogeophysical sciences in climate research. Less has been written on how to rectify the issue in the particular institutional context of a climate assessment. This article uses qualitative research methods to analyze social science integration in the United States' Fourth National Climate Assessment. It presents findings from focus groups held with social science-and nonsocial science-trained report authors. It finds that knowledge governance, or the formal and informal mechanisms shaping how information is produced and used, and cultural worldviews about the role of social sciences in assessments and assessments in society, affected social science integration. Report authors' principal orientation toward the social sciences was as a means of achieving what they saw as the assessment's public function, namely, to support education, decision-making, and action. Author expertise, report framing, and knowledge systems were other key themes that emerged. Based on this analysis, we propose potential pathways toward coequal intellectual partnerships in assessments by expanding the diversity of chapter teams' expertise, enhancing connections between authors and society, reconsidering report framing, and broadening inclusion of knowledge systems. We also discuss the potential role of applying social science theories and methods throughout the report life cycle from framing and engagement to evaluation.
期刊介绍:
Weather, Climate, and Society (WCAS) publishes research that encompasses economics, policy analysis, political science, history, and institutional, social, and behavioral scholarship relating to weather and climate, including climate change. Contributions must include original social science research, evidence-based analysis, and relevance to the interactions of weather and climate with society.