Defining and teaching environmental literacy.
Defining and teaching environmental literacy.
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定义和教授环境素养。
DOI：
10.1016/s0169-5347(97)01207-x
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发表时间：
1997
影响因子：
16.8
通讯作者：
Stephen H. Schneider
中科院分区：
文献类型：
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作者：
Stephen H. Schneider
在气候变化和生物多样性保护的界面上的心理争论是B用来帮助学生或公民学会区分：(a)事实问题与价值问题，(B)客观概率与主观概率。(c)自底向上的（自顶向下的）预测方法(e ~ l~~~~（统计）预测方法，(d)从混沌现象和系统中随机得出的确定性方法，(e)从小规模现象中得出的大规模方法，(f)直接从间接的验证和测试方法得出的直接方法，(g)从倡导认识论得出的科学方法，(h)从igms得出的定理。(i)不负责任的宣传带来的责任，(j)经济效率带来的社会公平，(k)未来估值带来的现在（即经济和社会的贴现），(1)非市场估值带来的市场，(m)公共权利带来的私人权利，(n)通过过度简化的隐喻带来的合法的s~ rn~~ if~~ at~ o~，对复杂问题的精读解释，(0)从肤浅或争论性的处理中谨慎地进行科学普及，(0)“类型2”错误（例如后果预测错误与政策应对错误的代价），以及(q)多学科；从跨学科的活动。与上下文（解决实际问题的中间综合）一起研究（在一个学科内的研究）。我很早就区分了多学科活动和跨学科活动。通过“多学科”，我指的是许多不同学科的材料的组装，但很少涉及多学科共同帮助解释某些单一学科无法理解的系统现象
mental controversies at the interface of climate change and biodiversisity protection are what B use to help students or citizens learn to differentiate:(a) issues of fact from those of value,(b) objective from subjective probabilities.(c) bottomup draw-bred) from top-down~ e~ l~~~~ ca~-statistical) forecast methods,(d) deterministic from stochastic from chaotic phenomena and systems,(e) large-scale from small-scale phenomena,(f) direct from indirect methods of validation and testing,(g) scientific methods from advo-cacy epistemologies,(h) theorems from igms.(i) responsibfe from irrespon-sible advocacy,(j) social equity from economic efficiency,(k) present from future valuation (ie economic and social discounting),(1) market from non-market valuation,(m) public from private rights,(n) legitimate s~ rn~~ if~~ at~ o~ via metaphors from over-simplified, sound-bite expfanations of compfex issues,(0) careful science popularization from shallow or polemical treatments,(p>‘type type 2’errors (eg consequences forecast being wrong versus the co rices of the policy response being wrong), and (q) multidisciplinar; from interdiscipli-nary activities. These issues are the car-e above] is learning how ass must integrate content (knowledge from~~.. de~ t~ studies within onaf disciplines) with context (interiinary synthesis to address real robfem solving). I have long distin-guished between multi-and interdisciplinary activitie+. By ‘multidisciplinany’, I mesa the assembly of material Prom many different disciplines, but with little inten the multiple disciplines that together help to expiain some systems phenomena that cannot be understood by sin&e discipli-