![[object Object],Frank Niepold NOAA Climate Program Office (UCAR) http://www.globalchange.gov/ Jill Karsten NSF Directorate for Geosciences Ming-Ying Wei NASA Earth Science Education Science Mission Directorate](https://image.slidesharecdn.com/2-usgcrp-education-interagency-working-group-100317085853-phpapp01/85/USGCRP-Education-Interagency-Working-Group-1-320.jpg)
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USGCRP Education Interagency Working Group
- 6. Frank Niepold US GCRP Education Interagency Working Group (co-chair) NOAA Climate Program Office (UCAR) http://www.globalchange.gov/ Jill Karsten US GCRP Education Interagency Working Group (co-chair) NSF Directorate for Geosciences Ming-Ying Wei US GCRP Education Interagency Working Group (co-chair) NASA SMD/Earth Science Education
- 7. Guiding Principle. Humans can take actions to reduce climate change and its impacts 1. The Sun is the primary source of energy for Earth’s climate system 2. Climate is regulated by complex interactions among components of the Earth system. 3. Life on Earth depends on, is shaped by, and affects climate 4. Climate varies over space and time through both natural and man-made processes 5. Our understanding of the climate system is improved through observations, theoretical studies, and modeling 6. Human activities are impacting the climate system 7. Climate change will have consequences for the Earth system and human lives
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- So what do we mean by Literacy Literacy is continuum of competency Higher levels of competency are built on the foundation of broader more simplistic understanding. At any level within the continuum one can be described as having achieved some level of literacy/competency (e.g., 4 th grade reading level) At the highest levels, a person has internalized knowledge and is able to synthesized information from multiple sources to comprehend and make informed decisions about new situations. This simplified 3-tiered model we are using in NOAA is supported by analogous to levels of understanding described in education theory (e.g., Bloom, Wiggens & McTighe).
- THE ORIGINS AND CONSEQUENCES OF DEMOCRATIC CITIZENS’ POLICY AGENDAS: A STUDY OF POPULAR CONCERN ABOUT GLOBALWARMING JON A. KROSNICK(1), ALLYSON L. HOLBROOK (2), LAURA LOWE (3) and PENNY S. VISSER (4) 1. Departments of Communication, Political Science, and Psychology, Stanford University 432 McClatchy Hall, 450 Serra Mall, Stanford, CA 94305 E-mail: krosnick@stanford.edu 2. Departments of Public Administration and Psychology, Survey Research Laboratory, MC336, University of Illinois at Chicago, 412 S Peoria St., Sixth Floor, Chicago, IL 60607 E-mail: allyson@uic.edu 3. NFO Ad: Impact, 44 Montgomery St., Suite 2090, San Francisco, CA 94104 E-mail: LALOWE@nfor.com 4. Department of Psychology, University of Chicago, 5848 S. University Avenue, Chicago, IL 60637 E-mail: pvisser@uchicago.edu Abstract: This article proposes and tests a model of the causes and consequences of Americans’ judgments of the national seriousness of global warming. The model proposes that seriousness judgments about global warming are a function of beliefs about the existence of global warming, attitudes toward it, the certainty with which these beliefs and attitudes are held, and beliefs about human responsibility for causing global warming and people’s ability to remedy it. The model also proposes that beliefs about whether global warming is a problem are a function of relevant personal experiences (with the weather) and messages from informants (in this case, scientists), that attitudes toward global warming are a function of particular perceived consequences of global warming, and that certainty about these attitudes and beliefs is a function of knowledge and prior thought. Data from two representative sample surveys offer support for all of these propositions, document effects of national seriousness judgments on support for ameliorative efforts generally and specific ameliorative policies, and thereby point to psychological mechanisms that may be responsible for institutional and elite impact on the public’s assessments of national problem importance and on public policy preferences.
- So what do we mean by Literacy Literacy is continuum of competency Higher levels of competency are built on the foundation of broader more simplistic understanding. At any level within the continuum one can be described as having achieved some level of literacy/competency (e.g., 4 th grade reading level) At the highest levels, a person has internalized knowledge and is able to synthesized information from multiple sources to comprehend and make informed decisions about new situations. This simplified 3-tiered model we are using in NOAA is supported by analogous to levels of understanding described in education theory (e.g., Bloom, Wiggens & McTighe).
- Let me illustrate this point with a brief excerpt from a video taken at graduation at a prestigious American university. Students were asked where the mass comes from. A follow up question asks them to consider whether the increased mass could have come from carbon dioxide in the air. As you observe the video, consider what the students understand about matter and energy transformation.