V&A Bibliographie

Aguirre-Bielschowsky I., Lawson R., Stephenson J., et al. (2017). Energy literacy and agency of New Zealand children. Environmental Education Research, vol. 23, n° 6, p. 832-854. Doi : 10.1080/13504622.2015.1054267

Abstract: The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9–10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011–April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

Tags: agency, attitudes, children, electricity, energy knowledge, energy literacy.

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Akitsu Yutaka, Ishihara Keiichi N., Okumura Hideyuki, et al. (2017). Investigating Energy Literacy and Its Structural Model for Lower Secondary Students in Japan. International Journal Of Environmental And Science Education, vol. 12, n° 5, p. 1067-1095.

Abstract: Energy literacy is indispensable for a sustainable society, which is fostered and improved by formal and informal energy education. To achieve the goal of energy education, which develops a well-informed public with positive attitudes toward energy conservation and the ability to make appropriate decisions regarding future energy choices, we must understand the status of students' energy literacy and its conceptual structure. By employing and modifying the energy literacy framework and instrument developed by DeWaters & Powers (2013), energy literacy and its structural model for students in Japan were investigated through a survey for 1316 lower secondary students (ages 13-15) in 2014. It was found that female students and students who have family discussions about energy-related issues scored higher than their counterparts. Students in Fukushima scored lower than those in Tokyo and Kyoto/Nagasaki. The energy literacy structure model was described by six predictors by structure equation modeling, where energy-saving behavior was predicted by both the awareness of consequences and the ascription of responsibility. Both the awareness of consequences and the ascription of responsibility were predicted by basic energy knowledge through the cognition of environmental issues. The prediction of energy-saving behavior by the awareness of consequences indicates the role of bonding between the relevant knowledge on energy and the environmental issues and energy-saving behavior. A moderation analysis found that (1) the effect of the cognition of environmental issues on responsibility depends on gender, and the magnitude of its effect did not necessarily depend on the amount of knowledge; (2) the indirect effect of responsibility toward energy-related issues on energy-saving behavior through energy-use conscious behavior seems to decrease with grade progression; and (3) the indirect effect of the awareness of consequences on energy-saving behavior through energy-use conscious behavior depends on the region.

Tags: Energy, Energy Conservation, Environmental Education, Factor Analysis, Foreign Countries, Gender Differences, Geographic Regions, Knowledge Level, Literacy, Maximum Likelihood Statistics, Models, Predictor Variables, Schemata (Cognition), Scores, Secondary School Students, Statistical Analysis, Structural Equation Models, Student Behavior, Student Surveys, Sustainability.

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Azevedo Jose & Morais Marques Maria (2017). Climate literacy: a systematic review and model integration. International Journal Of Global Warming, vol. 12, n° 3/4, p. 414 - 430.

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Naoufal Nayla (2017). Justice environnementale et écocitoyenneté: Enjeux pour l'action éducative. In Barbara Bader, et al. (Eds.), Éducation, environnement, écocitoyenneté: repères contemporains. Québec : Presse de l'Université de Québec.

Peltier Christian (2017). Éducation au développement durable et territoires: vers un nouvel âge des relations éducatives aux territoires dans l'enseignement agricole ? In Angela Barthes, et al. (Eds.), Permanences et évolutions des relations complexes entre éducations et territoires. [Volume 1]. London : ISTE editions.

Abstract: Bibliogr. en fin de chapitres. Index

Tags: Enseignement Évaluation, Projet éducatif territorial, Sciences de l'éducation.

Barthes Angela & Lange Jean-Marc (2017). Développement durable, postures et responsabilité sociale des chercheurs en éducation. Recherches En Éducation, vol. 31, p. 92-109.

Abstract: L'article pose le contexte de la construction curriculaire des « éducations à » en émergence depuis les années 80 en France au travers de celle, révélatrice, de l'éducation au développement durable (EDD). En nous appuyant sur un nombre significatif de travaux de recherche en EDD réalisés en France nous établissons une typologie des postures de chercheurs impliqués dans ces travaux. Cette typologie est construite à partir d'une méthodologie basée sur les fréquences d'occurrences lexicales sur un corpus bibliographique couplée à une méthodologie des représentations sociales des chercheurs de cette communauté. Six postures émergent, que nous avons nommé « les acceptants », « les descripteurs/prescripteurs de nouvelles procédures », « les systémiques », « les controverses », « les critiques », « les didactiques ». Nous postulons que ces postures influent sur les constructions curriculaires et posons le problème de la responsabilité sociale des chercheurs en éducation face aux injonctions politiques internationales.

Bertrand François & Amalric Marion (2017). L’élaboration des politiques climatiques locales : usage et portée d’un dispositif de concertation. Développement Durable Et Territoires. Économie, Géographie, Politique, Droit, Sociologie, vol. 8, n° 2, p. . Doi : 10.4000/developpementdurable.11715

Abstract: Une recherche-action conduite durant l’élaboration du Plan Climat-Énergie Territorial de la communauté d’agglomération de Dreux interroge les démarches de concertation liées aux politiques climatiques locales. Deux vagues d’entretiens semi-directifs complétées par une démarche d’observation participante permettent de souligner les difficultés à faire vivre l’enjeu climatique dans son périmètre et à mettre en œuvre la concertation sur un enjeu méconnu à cette échelle. Par la suite sont présentés les apports organisationnels et substantiels du processus de concertation, notamment l’établissement d’une démarche transversale et d’une culture de l’énergie et du climat.

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Chang Chew-Hung & Pascua Liberty (2017). The state of climate change education – reflections from a selection of studies around the world. International Research In Geographical And Environmental Education, vol. 26, n° 3, p. 177-179. Doi : 10.1080/10382046.2017.1331569

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Cordobes Stéphane (2017). Prospective : de l’ingénierie territoriale et urbaine à la pédagogie scolaire — Géoconfluences. [Document]. Retrieved à l'adresse http://geoconfluences.ens-lyon.fr/programmes/outils/prospective-ingenierie-pedagogie

Abstract: Née avec l'aménagement du territoire, la prospective territoriale fut longtemps une prérogative de l’État. Avec la décentralisation et la culture du projet, elle est devenue une ingénierie plébiscitée par les collectivités et acteurs territoriaux. Sa transposition dans le domaine scolaire marquera une nouvelle étape du foisonnement fertile qu’elle connaît depuis quelques années. La géographie prospective appliquée à la pédagogie scolaire, intéressante par son apport dans les classes et pour préparer les citoyens de demain, est aussi riche d'enseignements pour les territoires : elle souligne la parenté largement négligée entre démarche prospective et processus d’apprentissage.

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Curnier Daniel (2017). Éducation et durabilité forte : considérations sur les fondements et les finalités de l’institution. La Pensée Écologique, vol. 1, n° 1, p. . Doi : 10.3917/lpe.pr1.0032

Abstract: L’Anthropocène, époque géologique marquée par la perturbation des grands équilibres écologiques par les activités humaines, confronte l’espèce humaine à des changements profonds et rapides de son milieu, sans commune mesure avec tout ce qu’elle a connu auparavant. Cette modification des conditions biogéochimiques globales impose une transition des sociétés modernes vers un nouveau modèle d’organisation politique et de fonctionnement économique. Une transformation sociétale d’une telle importance requiert de sortir du paradigme de la Modernité, c’est-à-dire du rapport au monde construit en Occident au cours des siècles passés. L’institution scolaire, qui participe à cette construction d’un rapport au monde particulier, peut contribuer à une métamorphose de la société, à condition d’entreprendre une mutation conséquente. Ce texte compare le curriculum actuel et l’insertion de l’éducation en vue d’un développement durable avec l’impératif d’un changement de paradigme allant au-delà de la dualité nature-culture occidentale. Il propose ensuite un modèle possible de curriculum engageant l’école sur la voie d’une transition écologique, fondée sur les principes de la durabilité forte et le développement d’une identité écologique.

Tags: changement de paradigme, dualité nature-culture, durabilité forte, éducation en vue d’un développement durable, identité écologique.

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Hagège Hélène (2017). L’éducation à la responsabilité à l’École française : obstacles et leviers à l’échelle institutionnelle. Rdst. Recherches En Didactique Des Sciences Et Des Technologies, n° 16, p. 129-158. Doi : 10.4000/rdst.1580

Abstract: La responsabilité est un objectif de toute éducation, aussi nous souhaitons ici contribuer mettre à jour ses leviers et obstacles institutionnels à l’École française. Nous en considérons trois aspects : la cohérence (entre le penser, le dire et le faire), le dialogisme (entre conformité aux normes et réalisation de soi) et la reliance (entre soi et l’environnement). Suivant ce cadre, nous mettons en œuvre une méthodologie quantitative permettant d’évaluer les convocations explicites et implicites de la notion de responsabilité dans des textes officiels de référence. Nos résultats montrent qu’après avoir été utilisée de manière ambiguë ou restrictive, la notion de responsabilité l’est plus pertinemment dans les textes récents, avec notamment l’évocation de compétences émotionnelles, une acception implicitement plus dialogique et un éventail plus large d’objets concernés. Ensuite, nous interrogeant sur les contraintes d’application de ces textes officiels, nous envisageons les pratiques effectives et l’épistémologie institutionnelle comme des obstacles : malgré les leviers présents dans les textes, le manque de cohérence – de responsabilité – de l’École tend à s’opposer à une éducation à la responsabilité. Enfin, nous proposons des pistes pour lever ces obstacles, telle l’introduction de méthodes pour mieux se connaître, comme la méditation.

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Jeziorski Agnieszka (2017). Enseigner des Questions Socialement Vives : un Champ de Tension Entre l’Education Transmissive et l’Education Transformatrice-Critique. Sisyphys, vol. 5, n° 2, p. .

Jose Sara, Patrick Patricia G. & Moseley Christine (2017). Experiential learning theory: the importance of outdoor classrooms in environmental education. International Journal Of Science Education, Part B, vol. 7, n° 3, p. 269-284. Doi : 10.1080/21548455.2016.1272144

Abstract: This research study, grounded in experiential learning theory, utilized a draw-and-explain assessment to measure change in secondary students’ knowledge before and after an experiential field trip. Our results indicated that the secondary students (aged 15–18 years) had pre-existing knowledge of the local delta area that included both abiotic and biotic factors. Prior to the field trip students drew generic and isolated configurations of land and water features. The change in scores from pre- to post-visit drawings indicated that the experiential field trip did cause an overall statistically significant change in students’ knowledge of the local delta environment. Our findings denote the importance of outdoor field experiences and calls attention to the need for collaboration between informal and formal educators. Based on the findings of this study, an experiential learning approach could provide an effective model for informal program design and formal classroom activities related to field experiences. The researchers make suggestions for formal and informal educators that reflect the findings and relate to the experiential learning cycle.

Tags: Drawings, environmental education, experiential learning theory, field trips, outdoor education.

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Karpudewan Mageswary & Khan Nur Sabrina Mohd Ali (2017). Experiential-based climate change education: fostering students' knowledge and motivation towards the environment. International Research In Geographical And Environmental Education, vol. 26, n° 3, p. 207-222. Doi : 10.1080/10382046.2017.1330037

Abstract: Climate change is one of the most important environmental issues affecting our society today and we need to educate the citizens about the impact on human lives. An attempt was made to integrate experiential-based climate change education into the teaching and learning of secondary school Biology lessons on the topic of Endangered Ecosystem to improve students’ knowledge on climate change and increase motivation towards caring for the environment. Two classes from a school were randomly assigned to experimental (N = 30) and control groups (N = 32). Following the intervention, a one-way analysis of covariance (ANCOVA) with pre-test data as covariate showed statistically significant differences in knowledge and motivation. Experiential-based climate change activities enabled students to construct the knowledge socially and also satisfied the three basic human needs: competence, autonomy and relatedness, which have subsequently promoted motivation. The findings described in this study are similar with other studies which reported that constructivist-based experiential learning has successfully developed awareness and encouraged learning and critical thinking about climate change.

Tags: Biology lessons, Experiential-based climate change education, knowledge on climate change, secondary level education, self-determined motivation.

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Le Boterf Guy (2017). Agir en professionnel compétent et avec éthique. Halte au « tout compétences » !. Éthique Publique. Revue Internationale D’éthique Sociétale Et Gouvernementale, vol. 19, n° 1, p. . Doi : 10.4000/ethiquepublique.2934

Abstract: Les « approches » ou « démarches compétences » sont à l’ordre du jour et se multiplient dans les entreprises, les organisations, les administrations publiques, les universités. Mais permettent-elles de faire confiance aux professionnels concernés ? Constatant que la plupart de ces démarches sont fondées sur des additions et des classifications de compétences, j’ai créé, dès 1994, la définition de la compétence en termes de « savoir agir avec pertinence en situation en créant et mobilisant une combinatoire de ressources variées internes et externes ». J’expose dans le présent article les changements de raisonnement qui m’ont conduit à faire évoluer les paradigmes avec lesquels sont traitées les approches par compétences. C’est par rapport à ce changement de paradigme que je précise comment j’aborde le concept de « compétence éthique » en le situant par rapport au paradigme que j’expose et en proposant quelques pistes pour la formation à l’éthique appliquée.

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Leckey E., Littrell-Baez M., Tayne K., et al. (2017). Storytelling and Technology Combine to Create Student Engagement Around Locally Relevant Climate Change Topics. In American Geophysical Union, Fall Meeting 2017.

Abstract: Storytelling is a powerful way for students to engage with science topics, particularly topics that may initially seem too broad to impact their lives, like climate change. Empowering students to telling a personal story about climate change's effects and helping them turn their story into a film is powerful approach. Especially because these films can be shared globally and gives students a voice around a complex topic like climate change. Here, we present impacts of the Lens on Climate Change program (LOCC), which engages middle and high school students in producing short films featuring how climate change impacts their communities. LOCC is offered as an intensive week-long summer program and as an extracurricular program during the school year. The majority of student participants are recruited from historically underserved communities and come from ethnical and socioeconomically diverse backgrounds. Survey data revealed that LOCC participants had a significant increase in their belief in the reality of climate change after participation in their program relative to students in a demographically-matched control groups. Furthermore, participant responses on reflection surveys given after the program included statements that suggest that students had begun thinking more deeply about climate change as a serious global challenge and felt empowered to take actions to mitigate climate change and/or spread awareness in their communities. The majority of students in the LOCC program also reported being very proud of their film and intended to share their film with their friends and family. Additionally, we explored the long-term impacts of participation by interviewing students a year after the program and offered them the opportunity to make a subsequent film. Students in this "advanced group" reported being more aware of climate change in their community following making their films and were enthusiastic to increase their filmmaking skills through producing additional films. We suggest that the combination of storytelling and filmmaking gives students a means to become part of the climate change narrative and to engage in thinking about and acting on climate change at a broader level than they might otherwise be comfortable doing. <P />

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Legardez Alain (2017). Propositions pour une modélisation des processus de didactisation sur des Questions Socialement Vives. Sisyphus, vol. 5, n° 2, p. .

Legendre Anne-Laure, Combes Benjamin, Verstraeten Johan, et al. (2017). Expérimentation d’une évaluation des impacts sur la santé comme vecteur d’un apprentissage collectif des liens entre santé, développement durable et urbanisme. Vertigo - La Revue Électronique En Sciences De L'environnement, vol. 17, n° 1, p. . Doi : 10.4000/vertigo.18518

Abstract: L’évaluation des impacts sur la santé (EIS), démarche promue par l’Organisation mondiale de la santé (OMS), est généralement présentée comme un outil d’aide à la décision pour des politiques ou projets favorables à la santé. Mais l’EIS se distingue d’autres formes d’évaluation des politiques par l’affichage de certaines valeurs, comme la démocratie, l’équité et le développement durable. Elle se définit aussi par son caractère transversal lié à la diversité des déterminants de la santé qu’elle conduit à mobiliser. Au-delà de l’accompagnement des choix politiques, nous avons cherché à explorer la capacité d’une démarche EIS à générer un apprentissage collectif auprès de ses participants. Nous avons interrogé sa faculté à favoriser l’émergence d’une culture commune autour de la santé et de ses déterminants dans le domaine de l’urbanisme. Profitant de l’expérimentation d’une EIS sur un vaste projet d’aménagement dans l’Ouest Parisien, nous avons proposé de conduire le processus de manière ouverte en impliquant les agents des services et en visant l’appropriation globale du projet, avec la santé comme nouvelle clé de lecture. Les acteurs, issus de sept directions de la municipalité, ont été mobilisés tout au long de la démarche et sur des séances de travail collectif. En partant des input des évaluateurs en charge de l'EIS, leur participation a permis de réaliser une grille d’évaluation multicritères croisant les déterminants de la santé avec les enjeux du développement durable, de procéder à l’évaluation du projet d'aménagement (phase d'évaluation de l'EIS) puis de porter des réflexions croisées au travers d’une séance de délibération sur l’ensemble du projet d’aménagement. À la fin du processus EIS, une enquête a été conduite auprès de ces participants, afin de recueillir leur perception de la démarche et ce qu’ils en ont retiré. Celle-ci semble conforter la pertinence d'une approche participative de l'EIS pour susciter un engagement des acteurs dans la réflexion et leur permettre d’élargir le regard à des thématiques hors de leur champ de compétences habituel. La démarche EIS, ouverte aux agents et les réflexions collectives qu’elle a générées, a été perçue comme un levier pour objectiver et fédérer des avis sur des enjeux généralement peu (ou pas) pris en compte par les aménageurs et apporter de la cohérence à des problématiques souvent diluées par une approche trop segmentée.

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Noguchi Fumiko, Guevara Jose Roberto & Yorozu Rika (2017). Communautés en action. Apprendre tout au long de la vie pour le développement durable. L’institut de l’UNESCO pour l’apprentissage tout au long de la vie.

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Orange Christian & Orange-Ravachol Denise (2017). Problématisations scientifiques fonctionnalistes et historiques en éducation relative à l'environnement et au développement durable: le cas de l'évolution climatique. Revue Des Hautes Écoles Pédagogiques Et Institutions Assimilées De Suisse Romande Et Du Tessin, n° 22, p. 21-38.

Scallion M. (2017). Successfully Integrating Climate Change Education into School System Curriculum. Agu Fall Meeting Abstracts, vol. 53, p. .

Abstract: Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to include climate change education as part of a larger ecological exploration, giving students and teachers local context to this global issue and memorable outdoor hands-on experiences and student driven adaptation projects.

Tags: 0805 Elementary and secondary education, 0815 Informal education, 4327 Resilience, 6334 Regional planning, EDUCATION, NATURAL HAZARDS, POLICY SCIENCES.

Sherpa Pasang Dolma (2017). Interfacing Indigenous Knowledge and Climate Change Education. Journal Of Education And Research, vol. 7, n° 1, p. 52-64. Doi : 10.3126/jer.v7i1.21240

Abstract: This paper is part of my PhD thesis. In this study, using the narrative inquiry methodology, lived experiences of schoolteachers who have been teaching the topics of climate change were collected mainly through interviews in Lamjung District. This paper reflects how teachers have been teaching climate change education and how they have been balancing indigenous knowledge to deal with climate change concerns. Generally teachers have been following implemented and experienced school curricula and accumulating the factual knowledge of climate change science, which has often been linked with the empirical interest of Habermas, especially, with his theory of knowledge and human interest in education. However, the stories of six schoolteachers were not limited to what they have been teaching but also how they have been teaching, how they have been linking environmental concerns with the indigenous knowledge and cultural practices that have been contributing to sustainable management of the natural resources and climate change resilience. Thus the stories of the teachers were also analysed through Habermas's practical and emancipatory interests and indigenous worldviews by reflecting on my own stories while working on the theme of climate change and indigenous peoples at community, national and global levels since 2009.

Tags: Climate Change, Climate Change Education, Indigenous Knowledge and Cultural Practices, School Curriculum.

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Supran Geoffrey & Oreskes Naomi (2017). Assessing ExxonMobil's climate change communications (1977–2014). Environmental Research Letters, vol. 12, p. . Doi : 10.1088/1748-9326/aa815f

Abstract: This paper assesses whether ExxonMobil Corporation has in the past misled the general public about climate change. We present an empirical document-by-document textual content analysis and comparison of 187 climate change communications from ExxonMobil, including peer-reviewed and non-peer-reviewed publications, internal company documents, and paid, editorial-style advertisements (‘advertorials’) in The New York Times. We examine whether these communications sent consistent messages about the state of climate science and its implications—specifically, we compare their positions on climate change as real, human-caused, serious, and solvable. In all four cases, we find that as documents become more publicly accessible, they increasingly communicate doubt. This discrepancy is most pronounced between advertorials and all other documents. For example, accounting for expressions of reasonable doubt, 83% of peer-reviewed papers and 80% of internal documents acknowledge that climate change is real and human-caused, yet only 12% of advertorials do so, with 81% instead expressing doubt. We conclude that ExxonMobil contributed to advancing climate science—by way of its scientists’ academic publications—but promoted doubt about it in advertorials. Given this discrepancy, we conclude that ExxonMobil misled the public. Our content analysis also examines ExxonMobil’s discussion of the risks of stranded fossil fuel assets. We find the topic discussed and sometimes quantified in 24 documents of various types, but absent from advertorials. Finally, based on the available documents, we outline ExxonMobil’s strategic approach to climate change research and communication, which helps to contextualize our findings.

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Haeberli Philippe & Jenni Philippe (2017). Jeux de rapport(s) aux savoirs entre enseignants et élèves dans une séquence d'enseignement-apprentissage en vue du développement durable. In Geneviève Therriault, et al. (Eds.), Rapport au(x) savoir(s) de l'enseignant et de l'apprenant: une énigmatique rencontre. Louvain-La-Neuve, Belgique : De Boeck supérieur.

Abstract: La 4e de couv. indique : "La notion de rapport au(x) savoir(s) a connu un déploiement important dans le monde francophone au cours des années 1990 et 2000, dans des contextes d'éducation et de formations très variés. Ces recherches ont fait appel à des approches d'inspiration sociologique, clinique, anthropologique et didactique, afin de mieux cerner les différentes facettes du rapport au(x) savoir(s) d'élèves, d'une part, et d'enseignants, d'autre part. Or, très peu de recherches ont tenté de repérer et d'explorer simultanément les interrelations entre le rapport au(x) savoir(s) de l'enseignant et celui de l'apprenant. C'est précisément l'objectif que poursuit cet ouvrage en tentant de répondre à la question posée par Philippe Perrenoud dans un premier ouvrage coordonné par Vincent et Carnus (2015) : "Le rapport au savoir est-il contagieux ?"

Tags: Éducation -- Recherche, Psychologie de l'apprentissage, Rapport au savoir, Relations maître-élève.

Wynes Seth & Nicholas Kimberly A. (2017). The climate mitigation gap: education and government recommendations miss the most effective individual actions. Environmental Research Letters, vol. 12, n° 7, p. . Doi : 10.1088/1748-9326/aa7541

Abstract: Current anthropogenic climate change is the result of greenhouse gas accumulation in the atmosphere, which records the aggregation of billions of individual decisions. Here we consider a broad range of individual lifestyle choices and calculate their potential to reduce greenhouse gas emissions in developed countries, based on 148 scenarios from 39 sources. We recommend four widely applicable high-impact (i.e. low emissions) actions with the potential to contribute to systemic change and substantially reduce annual personal emissions: having one fewer child (an average for developed countries of 58.6 tonnes CO2-equivalent (tCO2e) emission reductions per year), living car-free (2.4 tCO2e saved per year), avoiding airplane travel (1.6 tCO2e saved per roundtrip transatlantic flight) and eating a plant-based diet (0.8 tCO2e saved per year). These actions have much greater potential to reduce emissions than commonly promoted strategies like comprehensive recycling (four times less effective than a plant-based diet) or changing household lightbulbs (eight times less). Though adolescents poised to establish lifelong patterns are an important target group for promoting high-impact actions, we find that ten high school science textbooks from Canada largely fail to mention these actions (they account for 4% of their recommended actions), instead focusing on incremental changes with much smaller potential emissions reductions. Government resources on climate change from the EU, USA, Canada, and Australia also focus recommendations on lower-impact actions. We conclude that there are opportunities to improve existing educational and communication structures to promote the most effective emission-reduction strategies and close this mitigation gap.

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Yeh Shin-Cheng, Huang Jing-Yuan & Yu Hui-Ching (2017). Analysis of Energy Literacy and Misconceptions of Junior High Students in Taiwan. Sustainability, vol. 9, n° 3, p. 423. Doi : 10.3390/su9030423

Abstract: Decision-making regarding energy determines carbon emissions and the severity of climate change. Energy literacy plays a crucial role because well-informed citizens can support the design and implementation of smart and forward-looking policies. Research has shown that people hold misconceptions about energy, and for young students these may persist into adulthood. Thus, this study is to understand the energy literacy of junior high school students in Taiwan and what their misconceptions are as well as why and how they hold these. Energy literacy scales (ELS) were developed and served as the basis for a survey of 1652 students in five regions of Taiwan, in which most indicators for knowledge were designed corresponding to common misconceptions in the scientific and social context of energy issues. Through analyzing the survey questions and survey results, interview questions were designed and 10 students were interviewed to identify their misconceptions. A “conceptual logic map” model was developed for demonstrating the sources and patterns of misconceptions and their linkages. Potential educational strategies were then proposed, showing the applicability of the model. The combination of concept-oriented energy literacy surveys, interviews, and the conceptual logic map was proven to be an effective design for misconception identification and treatment.

Tags: conceptual logic map, energy literacy, junior high school, misconception, Taiwan.

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