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(Article of periodic en Anglais - 2008)

Document title

Misconceptions : barriers to improved climate literacy

published at : Environmental literacy

Authors(s) and Affiliation(s)

HARRINGTON J. (1) ;
(1) Dep. of Geography, Kansas State Univ., Manhattan, ETATS-UNIS

Abstract

This contribution addresses 3 examples of common misconceptions contributing to scientific and climate illiteracy, with an emphasis on inappropriate conceptual models or the inappropriate application of reasonably good models. Confrontational methods in which traditional answers are shown to be in conflict with the scientific observations have generally failed to assist in advancing climate literacy. What is needed is the creation of a learning environment wherein students can practice scientific thinking. Especially challenging are emergent concepts, those where the outcome is the result of a number of interacting processes and the net result is not directly obvious. The 3 emergent process misconceptions addressed in this paper are the applicability of the 3-cell model of global circulation, ocean circulation as the cause of mild European winters, and a rain shadow as the reason for a semi-arid climate in the eastern Colorado

Source

Thematical fascicle

published at : Physical geography / ISSN 0272-3646

Editor : Taylor & Francis, Abingdon - ROYAUME-UNI (1980)

Millesime : 2008, vol. 29, no 6 [pp. 575-584-]

Bibliographic references : 1,5 p.

Collation : fig., tabl.

Language

Anglais

INIST-CNRS, Cote INIST : 20106

Digital Object Identifier

Go to electronic document thanks to its DOI : doi:10.247/0272-3646.29.6.575

Tous droits réservés © Prodig - Bibliographie Géographique Internationale (BGI), 2009
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