The greenhouse gas regional inventory project (GRIP): Designing and employing a regional greenhouse gas measurement tool for stakeholder use

Carney, Sebastian; Shackley, Simon

doi:10.1016/j.enpol.2009.05.028

Cited by 35 publications

(17 citation statements)

References 21 publications

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“…The technical specification of GRIP itself is described in Carney [44], with an overview also available [6]. The tool essentially consists of a particular database format populated by a location-specific GHG inventory, linked via fixed coefficients to a wide range of energy technology options, the scale of which can be readily manipulated through an interface of sliders and dials in a scenario tool 1 .…”

Section: Objectives and Methodsmentioning

confidence: 99%

“…Our purpose here is to point to some of the cognitive processes and enabling techniques that may facilitate at least individual learning. Finally, in so far as GRIP has been used with participants with widely differing levels of technical energy expertise [7], the paper also connects to the call to bridge the gap between expert-led and participatory backcasting [18].…”

Section: Backcastingmentioning

confidence: 99%

“…They were also provided with the means with which to model this, including the means with which to see the results of that modelling in real time. Participants were treated much as Bruner's 'logicoscientific' thinkers [48] (though we refer to other cognitive approaches below) and used the same software as is used by agencies to compile emissions inventories in several countries [7]. Artefacts used to assist in the scaffolding consisted of 'fact sheets' and the software itself, used in the context of group discussion.…”

Section: General Observationsmentioning

confidence: 99%

“…The particular software tool and scenario process that we have used, the Greenhouse gas Regional Inventory Protocol (GRIP), has been applied in 12 European countries and in California with energy stakeholders, nearly all of whom unaccustomed to energy and emissions modelling [7]. Our thesis is that Bruner's work offers a starting point for understanding aspects of this process, via his emphasis on the importance of the processes of understanding in learning [12], [13].…”

Section: Introductionmentioning

confidence: 99%

“…In the academic literature, only one other UK research project has focussed on the public's views of energy system transformation as a whole [5]. The latter uses the energy-emissions calculator available on the UK Department for Energy and Climate Change website 1 , designed for the lay-user, and which has some commonalities with the GRIP software [6], [7] used here.…”

Section: Introductionmentioning

confidence: 99%

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Scaffolding, software and scenarios: Applying Bruner's learning theory to energy scenario development with the public

Upham

Carney

Klapper

2014

Technological Forecasting and Social Change

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While there is a literature on public and stakeholder engagement in environmental research and scenario development, less attention has been given to the learning processes that take place in these contexts. We present public perceptions of emissions contraction scenarios for the UK city of Manchester and discuss this in terms of learning theory developed by Lev Vygotsky and Jerome Bruner. A key theme of this is the combination of three learning tools of use in social and individual learning: scaffolding techniques, scenario building and backcasting. We discuss the ways in which our structured scenario-building process, employing Greenhouse Gas Regional Inventory Protocol (GRIP) backcasting software, bring together these components. Following Bruner, learners are treated as scientific reasoners, but with the acknowledgement that there are also important affective and other dimensions to learning. Highlights We reflect on the learning processes of energy scenario participants  GRIP energy-emissions backcasting software was used with 4 groups of the public  The process required envisaging strong CO 2 reduction scenarios for a city region  Key to the theory is Vygotsky's concept of scaffolding, developed by Bruner AbstractWhile there is a literature on public and stakeholder engagement in environmental research and scenario development, less attention has been given to the learning processes that take place in these contexts. We present public perceptions of emissions contraction scenarios for the UK city of Manchester and discuss this in terms of learning theory developed by Lev Vygotsky and Jerome Bruner. A key theme of this is the combination of three learning tools of use in social and individual learning: scaffolding techniques, scenario building and backcasting. We discuss the ways in which our structured scenario-building process, employing Greenhouse Gas Regional Inventory Protocol (GRIP) backcasting software, bring together these components. Following Bruner, learners are treated as scientific reasoners, but with the acknowledgement that there are also important affective and other dimensions to learning.

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Section: Objectives and Methodsmentioning

confidence: 99%

Section: Backcastingmentioning

confidence: 99%

Section: General Observationsmentioning

confidence: 99%