inscription
PORTAIL D'INFORMATION GÉOGRAPHIQUE

Misconceptions : barriers to improved climate literacy

Environmental literacy

Auteur(s) et Affiliation(s)

Dep. of Geography, Kansas State Univ., Manhattan, Etats-Unis
Dep. of Geography, Univ. of Vermont, Burlington, Etats-Unis


Description :
This contribution addresses 3 examples of common misconceptions contributing to scientific and climate illiteracy, with an emphasis on inappropriate conceptual models or the inappropriate application of reasonably good models. Confrontational methods in which traditional answers are shown to be in conflict with the scientific observations have generally failed to assist in advancing climate literacy. What is needed is the creation of a learning environment wherein students can practice scientific thinking. Especially challenging are emergent concepts, those where the outcome is the result of a number of interacting processes and the net result is not directly obvious. The 3 emergent process misconceptions addressed in this paper are the applicability of the 3-cell model of global circulation, ocean circulation as the cause of mild European winters, and a rain shadow as the reason for a semi-arid climate in the eastern Colorado.


Type de document :
Article de monographie

Source :
Physical geography, issn : 0272-3646, 2008, vol. 29, n°. 6, p. 575-584-, Références bibliographiques : 1,5 p.

Date :
2008

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

Langue :
Anglais
Droits :
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