Applying concepts of adult education to improve weather and climate literacy

Environmental literacy

Auteur(s) et Affiliation(s)

ARNDT, D.S.

Climatological Survey National Weather Center, Oklahoma, Etats-Unis

LADUE, D.S.

Center for Analysis and Prediction of Storms National Weather Center, Oklahoma, Etats-Unis

DUPIGNY-GIROUX, L.-A.

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

Description :
The increased importance of climate and climate-change issues has fostered a new emphasis on climate literacy for the American and global population. This paper is intended to provide some insight into the theory and practice of adult education, which differs from traditional (school-age and post-secondary) education in several important ways. These fundamental differences will be introduced and discussed. In addition, how and why adults change provides important insights to the practice of adult education and has been proven to help design adult education programs with real outcomes. Finally, some aspects of existing weather and climate literacy programs in Oklahoma are presented as examples of the practice, and challenges, of fusing literacy goals with adult education efforts.

Type de document :
Article de monographie

Source :
Physical geography, issn : 0272-3646, 2008, vol. 29, n°. 6, p. 487-499, nombre de pages : 13, Références bibliographiques : 13 ref.

Date :
2008

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

Langue :
Anglais