学生对气候变化背景下不确定性的概念

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Mareike Schauss, Sandra Sprenger
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引用次数: 8

摘要

摘要科学家透明地传达的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。对人为气候变化的科学共识进行了描述,但也存在不确定性,例如,不完整的知识造成了不确定性,从而在气候研究领域造成了紧张。这项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)的核心主题,并展示了如何从学生的角度看待不确定性。采用梅林的演绎范畴形成方法对高中生进行引导式访谈。在气候建模的不确定性领域,我们在学生中发现了有趣的结果。由于对气候变化和人为因素的了解有限,学生们很少提及不确定性,但他们似乎对气候建模的局限性有很多了解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ conceptions of uncertainties in the context of climate change
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.
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来源期刊
CiteScore
5.20
自引率
33.30%
发文量
11
期刊介绍: International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.
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