Veille Ifé

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Bibliographie de la veille de l’Ifé

DV-133-Urgence_climatique.



  • 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
    Résumé : 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.


  • 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
    Résumé : 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.
    Mots-clés : conceptual logic map, energy literacy, junior high school, misconception, Taiwan.

  • Zask Joëlle (2001). L'élève et le citoyen, d'après John Dewey. Le Telemaque, n° 20, p. 53-64.
    Résumé : <titre>R&#233;sum&#233;</titre> R&#233;sum&#233;&#160;: La d&#233;mocratie est pour Dewey un mode de vie de la personne. L&#8217;&#233;cole est son commencement et sa condition de possibilit&#233;. Elle doit participer &#224; l&#8217;int&#233;gration sociale tout en ouvrant &#224; la nouveaut&#233; sans laquelle il ne peut m&#234;me y avoir de d&#233;mocratie. La socialisation, en effet, est individuation dans l&#8217;interaction avec le milieu, et apprendre tient dans le trouble devant une situation et dans la cr&#233;ation qui le surmonte, allant du connu vers le nouveau.

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