ED33D:
Climate Literacy: Moving Past Barriers to Climate Literacy Action, What We Know from Educational Research and Evaluation, and Where We Need to Grow Posters

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Please note: this session is being considered for an alternate session format. Please be aware that if your abstracted is accepted in this session, your abstract may be scheduled as a panel discussion or lightning poster presentation. For more information please visit the following link: http://fallmeeting.agu.org/2016/alternate-session-formats/.


Session ID#: 12915

Session Description:
The past decade has seen remarkable steps in climate literacy, moving from a culture of denial to exemplar strategies for improving public understanding.  AGU programs for the past few years have shared promising results, however, we have yet to witness sustained large-scale collective action. This session seeks papers that  report on how findings are being applied, outline what is known from research and practice evaluation, and delineate what is still needed to motivate action. We welcome presentations that can shed light on the foundations of misconceptions and barriers to knowledge and action, successful models that have had an impact, the best practices used, and next steps. This session aims to identify, synergize, and validate on-going research efforts while challenging one another in order to determine where we should go next to advance the field.
Primary Convener:  Karen McNeal, Auburn University, Geosciences, Auburn, United States
Conveners:  John Fraser, New Knowledge Organization, LLC, New York, United States and Amber Campbell, Kansas State University, Manhattan, KS, United States
Chairs:  Amber Campbell, Kansas State University, Manhattan, KS, United States and Tamara S Ledley, Technical Education Research Centers, Cambridge, MA, United States
OSPA Liaison:  Amber Campbell, Kansas State University, Manhattan, KS, United States

Cross-Listed:
  • A - Atmospheric Sciences
  • GC - Global Environmental Change
  • PA - Public Affairs
Index Terms:

0815 Informal education [EDUCATION]
0840 Evaluation and assessment [EDUCATION]
0850 Geoscience education research [EDUCATION]

Abstracts Submitted to this Session:

The Relationship Between Anthropogenic Climate Change Acceptance and Agreement with Authentic Dissenter Messages (148999)
Andrew PK Bentley1, Heather L Petcovic2,3, David P Cassidy1 and Peter Roland Eklund4, (1)Western Michigan University, The Mallinson Institute for Science Education, Kalamazoo, MI, United States, (2)Western Michigan University, Geological & Environmental Sciences, and the Mallinson Institute for Science Education, Kalamazoo, MI, United States, (3)Western Michigan University, Geological & Environmental Sciences, Kalamazoo, MI, United States, (4)Grand Valley State University, Statistics, Allendale, MI, United States
Moving beyond a knowledge deficit perspective to understand climate action by youth (151608)
K.C. Busch, North Carolina State University, STEM Education, Raleigh, United States
ACE Action Fellowship Bridges Climate Education into Action for Young People (163390)
Rebecca K Anderson, Alliance for Climate Education, Oakland, CA, United States
Advancing Climate Change Education and Youth Empowerment: Preparing Our Communities with the Skills, Knowledge, and Passion to Push for and Develop Innovative Solutions (180544)
Frank Niepold III, NOAA Washington DC, Climate Program Office, Washington, United States, Ellie Johnston, Climate Interactive, Washington, DC, United States, Juliette N Rooney-varga, University of Massachusetts Lowell, Lowell, MA, United States, Leah Qusba, Alliance for Climate Education, Oakland, CA, United States, Walter Staveloz, Association of Science-Technology Centers, Washington, DC, United States, Kristen Poppleton, Climate Generation: A Will Steger Legacy, Minneapolis, MN, United States, Emily Therese Cloyd, National Climate Assessment, Washington, DC, United States, Jen Kretser, The Wild Center, Tupper Lake, United States, Johanna Bozuwa, Organization Not Listed, Washington, DC, United States and Max T. Edkins, Connect4Climate, World Bank Group, Washington, DC, United States
The potential of exceptional climate change education on individual lifetime carbon emissions (188519)
Eugene Cordero1, Diana Centeno1 and Anne Marie Todd2, (1)San Jose State University, San Jose, CA, United States, (2)San Jose State University, Communication Studies, San Jose, CA, United States

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