Introduction - Climate science literacy : a state of the knowledge overview

Environmental literacy

Auteur(s) et Affiliation(s)

Dep. of Geography, Univ. of Vermont, Burlington, Etats-Unis
Dep. of Geography, Univ. of Vermont, Burlington, Etats-Unis

Description :
This special issue stems from the need to highlight the widespread misconceptions about climate science in general, and to present successful strategies from which we can learn as we strive toward a climate-literate citizenry. One of the challenges to climate literacy lies in the understanding or perceived understanding of the term climate. In recent times, the subtle distinction between weather vs. climate, climate variability vs. change, and natural vs. anthropogenic forcings appears to have been lost. The disconnect between actual climate science knowledge and perceived knowledge is pervasive in nature and global in extent. This special issue is a timely one that captures the state of knowledge concerning climate literacy at a critical watershed moment.

Type de document :
Article de monographie

Source :
Physical geography, issn : 0272-3646, 2008, vol. 29, n°. 6, p. 483-486, nombre de pages : 4, Références bibliographiques : 8 ref.

Date :

Editeur :
Pays édition : Royaume-Uni, Abingdon, Taylor and Francis

Langue :
Droits :
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