Call for abstracts! The OCE is pleased to announce its sponsorship for the session entitled “Climate Literacy: learning, education, methods and roadmaps” that will be held at the European Geosciences Union in April 2021. The EGU is the leading organization for Earth, planetary and space science research in Europe. The event is the largest in Europe on that theme and attracted in 2019 over 16,000 scientists from all over the world. In the Climate Change context, geosciences are directly confronted by this topic and climate literacy as well as education must create bonds between research and stakeholders. 

To be part of that challenge, the OCE sponsors the session EOS3.2 entitled "Climate literacy: Learning, education, methods and roadmaps".

Due to risks posed by the coronavirus pandemic, the EGU 2021 will take place entirely online as vEGU21: Gather Online (#vEGU21). vEGU21 will provide as full a representation of the experience that EGU members enjoy at the annual meeting in Vienna as possible. Abstract submissions will be accepted until 13 January 2021 at 13:00 CET. More details, including the registration fees, will be announced in the coming weeks on the EGU website: https://www.egu21.eu/

 

EOS3.2: Climate literacy:  Learning, education, methods and roadmaps

Convenership

David Crookall, Giuseppe Di Capua, Lydie Lescarmontier, Robin Matthews, Frank Niepold

 

Session description

Climate change (CC) is the greatest threat to humanity and to Earth’s biodiversity, and affects every single living being and every ecological niche, with poorer communities suffering disproportionately. Many geosciences are thus directly confronted by CC. Geoethics provides an ethical framework to address such challenges to a sustainable future. However, relatively little is being done to provide opportunities to help people round the world to learn about the changes that are affecting their and their offspring’s lives. The more people are knowledgeable about the changes affecting their lives, the more they will be able to make informed decisions and to adapt and mitigate. In the wake of the 2020 EGU Declaration of the Significance of Geoscience, Climate Literacy/Learning (CL) is an imperative that needs to be addressed massively and urgently, both within and beyond the EGU. Geosciences and geoethics can play a significant role in furthering CL. CL has developed in recent years. Areas of improvement include school curricular, teacher training, educational games, citizen initiatives and EGU sessions, such as the pioneering 2018 and 2019 Climate Change Education sessions. However, much work still needs to be done, for example, to make CL an essential component in all subjects, and at all levels throughout the education system. The aims of such CL might include encouraging an intergenerational outlook, developing a sense of the geoethical dimensions of CC, understanding the complexities and finding solutions acceptable to a broad range of stakeholders. In the poorer parts of the world, where CC impact is greatest and resources are scarce, CL is in its infancy and even more urgent. We invite colleagues to submit contributions on any aspects of climate literacy – on learning processes, instructional materials, learning methods and experiences, and curricular innovation to promote greater CL. The full spectrum of CC science that might be covered by CL can be included, such as GHGs, reinforcing feedback, energy systems, heatwaves, sea-level rise, oceans, carbon cycle, ice melt, communication, attitudes, gender issues, health, political influence, activism, behavioural change and geoethics. The session is an opportunity for people (ECSs, scientists, educators, policy influencers, learning resource developers and other experts) to share their experience, expertise and research on effective ways of improving CL, to better fight CC.

Submit an abstract in this session (deadline: 13 January 2021, 13:00 CET):

https://meetingorganizer.copernicus.org/EGU21/abstractsubmission/40027

This session in the EGU2021 website:

https://meetingorganizer.copernicus.org/EGU21/session/40027

Publication date
Autor
Office for Climate Education OCE