ED008
Building Climate Literacy for Action
Session ID#: 252707
Session Description:
To meet the extraordinary challenges of climate change, societies need significantly better ways to develop their agency and enact change. Increasing climate literacy - the knowledge of how the climate system works, how human actions influence climate, and how climate influences people and other parts of the Earth system - is essential to these goals. Climate literate people are able to recognize and find credible information about climate change, communicate in accurate and effective ways, and make informed decisions related to climate change. This session invites presentations on approaches to increasing and evaluating climate literacy. We encourage submissions focused on all groups of learners, in all locations, and through all methods, including K-12, university, and career and technical education; public communication; informal education; workforce development; and adult education. Submissions on public perception of climate, surveys of climate knowledge, and other measurements of climate literacy are also welcome.
Co-Sponsor(s):
Index Terms:
0805 Elementary and secondary education [EDUCATION]
0810 Post-secondary education [EDUCATION]
0815 Informal education [EDUCATION]
0840 Evaluation and assessment [EDUCATION]
Primary Convener: Haley Crim, Columbia University of New York, Climate School, New York, United States
Convener: Frank Niepold III, Transformative Skills Collaborative, Washington, D.C., United States
A Systematic Review of Artificial Intelligence in Serious Games and Gamification for Flood Literacy (1897058)
Qiuhua Duan1, Ruth Quainoo2, Hudson Markin3, Yizhou Yang4 and Yong You4, (1)University of Alabama, Civil, Construction, and Environmental Engineering, Tuscaloosa, AL, United States, (2)University of Vermont, Plant and Soil Science, Burlington, United States, (3)University of Alabama, Computer Science, Tuscaloosa, AL, United States, (4)University of Alabama, Civil, Construction, and Environmental Engineering, Tuscaloosa, United States
The Teaching of the Science of Climate Change: A New NSTA Position Paper (1904273)
Michael Edward Wysession, Washington University in St Louis, Department of Earth and Planetary Sciences, St. Louis, MO, United States, Kelli Grabowski, Hamburg Middle School, Buffalo, United States, Don Haas, Paleontological Research Institution, Ithaca, NY, United States, Margaret A Holzer, PhD, Chatham High School, Chatham, United States, Eric J Pyle, James Madison University, Department of Geology and Environmental Science, Harrisonburg, United States and Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, United States
Climate Data Storytelling for Engagement and Action: Results from Earth Mission Control User Testing (1910237)
Dr. Rachel Connolly, PhD1, Minoo Rathnasabapathy2, Dava Newman2 and Katarina Cizek2, (1)Massachusetts Institute of Technology, Cambridge, MA, United States, (2)Massachusetts Institute of Technology, Cambridge, United States
Increasing Sea Level Rise Literacy and Awareness (1934546)
Alison Rellinger, Mississippi State University, Extension, Mississippi State, United States, Jolie Griffey, Mississippi State University, Mississippi State, United States and Sea Level Rise Awareness, Education and Literacy NASA Science Activation Team
Leveraging Cooperative Extension to build resilience in rural agricultural communities: lessons from Extension professionals in Delaware, Maryland, and Virginia (1947939)
Julie Elizabeth Shortridge1, Jerri Husch2, Nazia Arbab3, Jennifer Volk2 and Wendy Stout4, (1)Virginia Tech, Blacksburg, VA, United States, (2)University of Delaware, Newark, United States, (3)University of Maryland Eastern Shore, Princess Anne, United States, (4)Virginia Polytechnic Institute and State University, Blacksburg, United States
Advancing High School Youth’s Energy Literacy Through Authentic Exploration of Household Energy Data. (1959799)
Shubham Shreewastava1, Chad M Zanocco2, June A. Flora3 and Tao Sun2, (1)Purdue University, West Lafayette, IN, United States, (2)Stanford University, Stanford, United States, (3)Stanford University, Civil and Environmental Engineering, Stanford, United States
Advancing Municipal Climate Action through GHG Inventories - A Case Study of Webster Groves, Missouri (1988013)
Pragya Sharma1, Sharon M Locke1 and Shawn Finnegan2, (1)Southern Illinois University Edwardsville, Environmental Sciences, Edwardsville, IL, United States, (2)City of Webster Groves, Webster Groves, United States
Fostering Interest, Awareness, and Action on Light Pollution through Planetarium Storytelling (1993979)
Hailey Bowers1, Elise Abbott2, Julia Plummer2, Christopher Palma2, Thomas Gaudin2, Clinton Kellick2 and Abigail Raytsis2, (1)Pennsylvania State University Main Campus, Commonwealth of Pennsylvania Science and Technology Program, Department of Law, Policy, and Engineering, University Park, United States, (2)Pennsylvania State University Main Campus, University Park, United States
The Wéetespeme Stewardship Project: a Tribal-led project to support climate science learning grounded in traditional knowledge and land education. (1995939)
Karla Eitel1, Josiah Pinkham2, Tiyana Blackeagle3, Savion Henry2 and Wéetespeme, (1)University of Idaho, Moscow, ID, United States, (2)Nez Perce Tribe, Lapwai, United States, (3)Kinepuu Consulting, Lenore, United States
Improving Local Climate Literacy With Use of an Interactive Santa Barbara Climate Dashboard (2004359)
Ozair Usmani, University of California Santa Barbara, Santa Barbara, CA, United States, Cali Pfleger, UC Santa Barbara, Bren School of Environmental Science and Management, Santa Barbara, United States and Samantha Stevenson, University of California Santa Barbara, Bren School of Environmental Science and Management, Santa Barbara, United States
