Education for Climate Change Adaptation and Resilience
Education for Climate Change Adaptation and Resilience
复制标题
气候变化适应和抵御能力教育
DOI：
10.1002/lob.10185
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发表时间：
2017
影响因子：
--
通讯作者：
Paytan A
中科院分区：
文献类型：
--
作者：
Paytan A
在未来几十年，气候变化将对人类和自然系统产生越来越大的影响。在一个更温暖的世界里，食物、水、原材料和能源的可获得性可能会发生变化。人类健康、生物多样性、经济稳定和国家安全预计也将受到气候变化的影响。具备气候知识的公民对于建设可持续的社区至关重要，这些社区能够抵御气候变化，包括极端天气和气候事件，并保护脆弱的生态系统。目前几乎没有有效的气候变化教育的连贯框架或模式（Mochizuki和Bryan，2015）。我们的气候科学家和科学教育专家团队来自加州，圣克鲁斯和伯克利大学，在贝尔蒙特论坛全球挑战计划的支持和ASLO全球外展计划的协助下，开发和测试了气候变化适应和恢复力教育计划，作为全球理解和学习本地解决方案（GULLS）项目的一部分。我们的教育模式是可扩展和可转移的，并建立在科学家和教育工作者之间的合作，以提高他们的能力，通过高效的教育和推广工作分享当地相关的气候知识。该项目致力于提高气候素养，为社会提供科学基础，采取明智的行动，最大限度地减少气候影响，并为已经发生的变化做好准备。我们已经在南非，澳大利亚，马达加斯加和巴西成功实施了该项目，（并计划在印度提供），重点关注南半球沿海变暖的"热点"，并在现有合作的基础上（Hobday等人，2016年）。这些地区的沿海社区正在经历更快的沿海变暖速度，严重依赖海洋生态系统和渔业，因此可能需要适应更温暖的气候和海洋，以确保其粮食安全和未来的经济。此外，其中一些国家的渔民社区社会经济地位较低，更容易受到气候变化的影响，这既是因为他们对渔业的依赖比例较高，也是因为他们适应变化的能力较低（Allison等人，2009年）。迅速变暖和高贫困率的结合，迫切需要在这些和类似环境中的社区进行公共教育和宣传。此外，扩大气候扫盲对于确保全世界公民更好地准备减缓气候变化和应对经济和环境挑战以及气候变化带来的机遇至关重要。
In the coming decades, climate change will have an increasing impact on human and natural systems. In a warmer world, accessibility to food, water, raw materials, and energy are likely to change. Human health, biodiversity, economic stability, and national security are also expected to be affected by climate change. A climate-literate citizenry is essential to build sustainable communities that are resilient to climate change—including extreme weather and climate events—and to protect fragile ecosystems. There are currently few coherent frameworks or models for effective climate change education (Mochizuki and Bryan, 2015). Our team of climate scientists and science education specialists from the University of California, Santa Cruz and Berkeley, with the support of the Belmont Forum Global Challenge Program and assistance from ASLO’s Global Outreach Initiative have developed and tested an Education for Climate Change Adaptation and Resilience program as part of the Global Understanding and Learning for Local Solution (GULLS) project. Our education model is scalable and transferable, and builds on collaborations between scientists and educators to increase their capacity to share locally relevant climate knowledge through highly effective education and outreach efforts. This program strives to improve climate literacy to provide society with the scientific foundation to take informed actions to minimize climate impacts and prepare for changes that are already well underway.We have successfully implemented the program in South Africa, Australia, Madagascar, and Brazil,(and plan to offer it in India as well) focusing on “hot spots” of coastal warming in the Southern Hemisphere and building on existing collaborations (Hobday et al., 2016). Coastal communities in these regions that are experiencing a faster rate of coastal warming depend heavily on marine ecosystems and fishery industries, hence may need to adapt to a warmer climate and ocean to ensure their food security and future economies. In addition, the fisher communities in some of these countries are of low socioeconomic status and will be more vulnerable to the effects of climate change, both due to a higher percentage of dependence on fishery industries and a lower capacity to adapt to changes (Allison et al., 2009). The combination of rapid warming and high rates of poverty creates an urgent need for public education and outreach in communities in these and similar settings. Additionally, expanding climate literacy is imperative for ensuring that citizens throughout the world will be better prepared to mitigate climate change and to respond to both the economic and environmental challenges, as well as the opportunities that climate change will bring.
影响因子：
6.2
作者：
A. Hobday;K. Cochrane;N. Downey-Breedt;J. Howard;S. Aswani;V. Byfield;Greg L. Duggan;Elethu Duna;L. Dutra;S. Frusher;E. Fulton;L. Gammage;M. Gasalla;C. Griffiths;Almeida Guissamulo;M. Haward;A. Jarre;S. Jennings;Tia Jordan;J. Joyner;Narayanaswamy Ramani;Swathi Lekshmi Perumal Shanmugasundaram;W. Malherbe;Kelly Ortega Cisneros;A. Paytan;G. Pecl;É. Plagányi;E. Popova;Haja Razafindrainibe;M. Roberts;Prathiba Rohit;Shyam Salim Sainulabdeen;W. Sauer;Sathianandan Thayyil Valappil;P. U. Zacharia;E. I. Putten
通讯作者：
A. Hobday;K. Cochrane;N. Downey-Breedt;J. Howard;S. Aswani;V. Byfield;Greg L. Duggan;Elethu Duna;L. Dutra;S. Frusher;E. Fulton;L. Gammage;M. Gasalla;C. Griffiths;Almeida Guissamulo;M. Haward;A. Jarre;S. Jennings;Tia Jordan;J. Joyner;Narayanaswamy Ramani;Swathi Lekshmi Perumal Shanmugasundaram;W. Malherbe;Kelly Ortega Cisneros;A. Paytan;G. Pecl;É. Plagányi;E. Popova;Haja Razafindrainibe;M. Roberts;Prathiba Rohit;Shyam Salim Sainulabdeen;W. Sauer;Sathianandan Thayyil Valappil;P. U. Zacharia;E. I. Putten