09帆气候变化教育探究

Communica)onwithSeniorsonLocalClimateChildren’sPercep)onsonGlobalClimateIntroductionBackground&ReviewQuestions&HypothesisResearchdesign&MethodsResults&DiscussionConclusion&SuggestionAcknowledgementToimprovepublicpercepAonsofclimatechangeandtheirSupplySupplyDemandPublicacceptanceofinnovaAveenergyfaciliAesandsupportforenergypolicies.

PersonalbehaviourchangetotakemiAgaAngacAonagainstclimatechange.ToimprovepublicpercepAonsofclimatechangeandtheirSupplySupplyDemandPublicacceptanceofinnovaAveenergyfaciliAesandsupportforenergypolicies.

PersonalbehaviourchangetotakemiAgaAngacAonagainstclimatechange.对气候变化的认 参 RecogniAonofclimatechange EngagementToimprovepublicpercepAonsofclimatechangeandtheirSupplySupplyDemandPublicacceptanceofinnovaAveenergyfaciliAesandsupportforenergypolicies.

PersonalbehaviourchangetotakemiAgaAngacAonagainstclimatechange.RecogniAonofRecogniAonofclimate ClimateChange

So,whatisthemajorreasonforthelackof bythelay?Therearesome?Wouldtheresidentslivinginthetropicalregions热带地区reallycareaboutthepolarglaciersmel)ng两级冰川融化?Wouldtheresidentslivingintheinland内陆地区reallycareaboutsealevelrising海平面上升?Wouldtheresidentslivingintheregionssufferingofdroughtwouldworryabouttheflood洪水GlobalGlobalclimate c)公众缺乏基本科学知GlobalGlobalclimateEffec)vestrategyclimatechangeToincreasetheclimatechangeToincreaseclimatechangeToincreasetheGlobalclimate不确定性（怀疑度RiskpercepAonRiskpercepAonoflocalPlacePlace

ofmiAgaAngclimatechangethelocalseniorsthelocalseniorsofmiAgaAngclimatechangeRiskpercepAonoflocal(age≥PlaceThelocalclimateshowsthatsomeaspectsofclimatechangecanbeobservedandperceivedbyindividualsintheirownlifeAmes.气候变化能够被当地居民感知到。Thestudentswhocommunicatewithlocalseniorswillgetsignificantimprovementinregardstotheircertaintyandconcernaboutclimatechange,riskpercepAonoflocalvulnerability.与老人交谈当地气候可以改善青少年对于气候变化的态度（不确CommunicaAononlocalclimatecanincreasetheintenAonofmiAgaAngclimatechange.针对当地气候的交谈可以影响学生减缓气候变化的行为意愿。RESEARCHDESIGN&METHODS Beforethe

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Table2|Predic)ngchangesinbehaviouralinten)onofmi)ga)ngclimatechangefrompercep)onsaboutclimatechangeandenergyuse,anddemographicvariables.Figure3|Impactoftalkingwiththelocalseniorsonwillingnessofmi)ga)ngclimatechangetomediatedbyconcern,perceivedbehaviouralcontrol,subjec)venormandplaceahachment.Figure3|Impactoftalkingwiththelocalseniorsonwillingnessofmi)ga)ngclimatechangetomediatedbyconcern,perceivedbehaviouralcontrol,subjec)venormandplaceahachment.Men)onedMen)oned)mesofCommunica)onwithseniorsRiskpercepAonoflocalUncertaintyaboutclimateConcernaboutclimatePerceivedbehaviouralPlaceBehaviouralintenAontomiAgateclimateSharingbehaviour:Persuadingbehaviour:CONCLUSION&SUGGSTIONThestudythussuggeststhattoimproveconcernshouldbeemphasizedinclimatechangeeducaAon.在气候变化教育中要强调对关注度的重视与提高。HighlighAngtherelevancebetweenclimatechange,localimpactsandindividualexperiencesbyInter-­­generaAonalcommunicaAoncouldbeaneffecAveeducaAonalstrategytoencouragemoreconcernandacAonsforenvironmentalissues,suchasclimatechange.通过隔代交谈的方式来增加气候变化与当地及自身的关联性是一个有效的教育策略HighlighttheimportanceoflocalscaleontheboHom-­­upperspecAvesforaglobalissueandtheplace-­­basedstrategiesofclimatechangeeducaAon.强调地方尺度这种自下而上的感Chen Zhang Yang QuanAllthemembersofEEPAIGroupSoilEcology

Prof.RichardT.ColehProf.FanZexinSophieWilliams

Friends&FamilyAllthepar)cipatedbotanicalgardens,Q&AmtudetheResearchofenvironmentalAmtudethe Fig1.TheoryofPlannedBehaviour(Ajzen, QUESTIONS&HYPOTHESISFigureS1|Hypothesismodelforclimatechangeeduca)onandcommunica)onextendedfromthetheoryofplanedbehaviour.Knowledgeofglobalclimate2AttitudestowardclimateUncertaintyofclimate75-pointLikertConcernaboutclimate75-pointLikertRiskperceptionoflocal75-pointLikertSubjective75-pointLikertPerceivedbehaviour85-pointLikertPlace75-pointLikertMitigationbehavour75-pointLikertSocio-FocusContents:1)TherainfallinthepastdecadesandresentThewinter/summertemperatureinthepastdecadesandresentThewaterresourceinthepastdecadesandresentTheplantsandanimalsinthepastdecadesandresentyears(seeQuesAonssheet)Students:asking,listeningandLocalseniors:recalling,answeringandW´¡¶¸ÊЫ ¶¸tLI±g I1H¼4 %f) HA*2\- º²µr>v800®1+r80`L /6 $duL#O":¾|4Ê ´bż4*2\¾ÅKP f)rcH¾ÅKP Îf)5rc ´bż4*2\¾ÅsÎ f)pc| ¢¢l¿H¾ÅsÎ f)c|¼4*2\y¾Å P¦¥ ¼4*2\y p%Îh¡ f)rc #O":¾|4Ê1H" ´bÅ*2\yH¾Å" =¢¢l¿ f)rc| QÍ­ Focus2 3¼[o= QÍ­ Focus

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