ConfChem Conference: A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education: Visualizing and Understanding the Science of Climate Change

Mahaffy, Peter G.; Martin, Brian; Schwalfenberg, Anna; Vandenbrink, Darrell; Eymundson, Darren

doi:10.1021/ed300857b

“…Applying interactive features in climate visualization tools is particularly advantageous, as it invites users to choose and explore locations or data they find relevant or interesting rather than telling them what to look at. Hence, studies on climate visualization suggest integrating interactive features in visualization tools as a way forward in facilitating public engagement with climate change issues (Mahaffy et al 2013;Schroth et al 2014;Warren-Kretzschmar & von Haaren 2014;Bohman et al 2015;Lovett et al 2015;Rød et al 2015). For instance, this perspective is supported by a study of the use of 3D visualization in participatory processes of landscape planning, where Lovett et al (2015) argue that landscape visualization can facilitate information exchange and enable users to use their own interests as entry points to explore locations they find interesting and relevant.…”

Section: Lay Audiences In Climate Visualizationmentioning

confidence: 99%

“…I have chosen the two visualization formats as the empirical grounds for the thesis, because I wish to study the constitutive effects of climate visualization, focusing specifically on the role of new and advanced visualization formats. Dome theatres and web applications represent two increasingly popular and interesting types of climate visualization; dome theatres because of the immersive environment and because they are becoming a widely used means of science communication in science centres and planetariums (Fraser et al 2012;Wibeck et al 2013), and web applications because they have the potential to reach large audiences and integrate interactive features that allow users to localize and co-create content (Mahaffy et al 2013;Johansson et al 2017). Essentially, the advantages of this empirical choice lie in the ability to conduct an in-depth exploration of two cases of novel climate visualization that are both intended for specific yet broad target audiences.…”

Section: Studying Meaningsmentioning

confidence: 99%

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

Ballantyne

¹

2018

Linköping Studies in Arts and Sciences

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Linköping Studies in Arts and Sciences  No. 744 At the Faculty of Arts and Sciences at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Sciences. This thesis comes from the Department of Thematic Studies-Environmental Change.

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“…Climate change has an increasing impact on human health (Mahaffy et al, 2013) and Haines, et al (2006) argue that many people want to be more knowledgeable about how to deal with the situation. In this section, I discuss students' responses to a questionnaire item that read: 'I am interested in learning about health issues that are related to climate change'.…”

Section: Students' Perspectives About Climate Change and Its Impact On Human Healthmentioning

confidence: 99%

Exploring the development of biological literacy in Tanzanian junior secondary school students

Juma¹

0

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<p>Internationally, scientific literacy is a major goal of science education in the twenty first century. In Tanzania, where there is a widespread lack of public understanding about major health issues, biological literacy is needed so that people can make decisions about the socio-scientific issues that confront them. To that end, the Tanzanian school curriculum aims to connect students’ understandings of Biology to their everyday lives but few studies have been conducted that show whether these aims have been achieved, especially in junior secondary school. This ethnographic case study investigates the ways in which the junior secondary school Biology curriculum in Tanzania supports or constrains the development of biological literacy and how institutional context, particularly as it relates to urban and rural schools, influences the delivery of the Biology curriculum. Teachers’ and Year Four students’ of secondary schools views about school Biology were sought in the course of this study and the issues that emerged were analysed using social constructivist and social constructionist theoretical frameworks. Data were collected through student questionnaires, student focus group interviews, teacher interviews, and classroom observations. The research sites included rural and urban schools, and government and private schools. The findings suggest that the Biology curriculum and the ways it is delivered do not adequately address the students’ needs and therefore is unlikely to enable them to become biologically literate. Rural schools are less well equipped than urban schools to deliver the curriculum and teachers and students face bigger challenges. A key finding was that Tanzanian young people have a strong desire to learn more about reproductive Biology and health issues but these are not prioritised in the current curriculum. In light of these findings, curriculum changes are recommended to provide learning opportunities for students to gain biological knowledge and skills that are relevant to their daily lives.</p>

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“…In countries like Tanzania, where malaria is common, there is a need to establish strategies to manage the damage done by climate change in order to prevent occurrence of these diseases. Mahaffy, Martin, Schwalfenberg, Vandenbrink, and Eymundson (2013) suggest that climate literacy is particularly significant for African students and teachers. They argue that because Africa is more vulnerable to climate change, the current modelled impact of this change is likely to affect water availability which is a major concern.…”

Section: Health Challenges Faced By Tanzanian Young Peoplementioning

confidence: 99%

“…They argue that because Africa is more vulnerable to climate change, the current modelled impact of this change is likely to affect water availability which is a major concern. Related to this is the fact that changes in rainfall patterns are likely to adversely affect agricultural and economic productivity and this would increase the risk of widespread food shortages (Mahaffy et al, 2013). World Health Organisation (2013) statistics highlight that health issues may be exacerbated by climate change, particularly resulting in higher child mortality.…”

Section: Health Challenges Faced By Tanzanian Young Peoplementioning

confidence: 99%

Exploring the development of biological literacy in Tanzanian junior secondary school students

Juma¹

0

View full text Add to dashboard Cite

<p>Internationally, scientific literacy is a major goal of science education in the twenty first century. In Tanzania, where there is a widespread lack of public understanding about major health issues, biological literacy is needed so that people can make decisions about the socio-scientific issues that confront them. To that end, the Tanzanian school curriculum aims to connect students’ understandings of Biology to their everyday lives but few studies have been conducted that show whether these aims have been achieved, especially in junior secondary school. This ethnographic case study investigates the ways in which the junior secondary school Biology curriculum in Tanzania supports or constrains the development of biological literacy and how institutional context, particularly as it relates to urban and rural schools, influences the delivery of the Biology curriculum. Teachers’ and Year Four students’ of secondary schools views about school Biology were sought in the course of this study and the issues that emerged were analysed using social constructivist and social constructionist theoretical frameworks. Data were collected through student questionnaires, student focus group interviews, teacher interviews, and classroom observations. The research sites included rural and urban schools, and government and private schools. The findings suggest that the Biology curriculum and the ways it is delivered do not adequately address the students’ needs and therefore is unlikely to enable them to become biologically literate. Rural schools are less well equipped than urban schools to deliver the curriculum and teachers and students face bigger challenges. A key finding was that Tanzanian young people have a strong desire to learn more about reproductive Biology and health issues but these are not prioritised in the current curriculum. In light of these findings, curriculum changes are recommended to provide learning opportunities for students to gain biological knowledge and skills that are relevant to their daily lives.</p>

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ConfChem Conference: A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education: Visualizing and Understanding the Science of Climate Change

Cited by 8 publications

References 1 publication

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

Visualiseringens roller i klimatkommunikation – ett mottagarperspektiv

Exploring the development of biological literacy in Tanzanian junior secondary school students

Exploring the development of biological literacy in Tanzanian junior secondary school students

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