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  • 1
    Publication Date: 2022-05-25
    Description: © The Author(s), 2015. This is the author's version of the work and is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Ocean & Coastal Management 120 (2016): 70-79, doi:10.1016/j.ocecoaman.2015.11.018.
    Description: During ten-plus years of debate over the proposed Cape Wind facility off Cape Cod, Massachusetts, the public’s understanding of its environmental, economic, and visual impacts matured. Tradeoffs also have become apparent to scientists and decision-makers during two environmental impact statement reviews and other stakeholder processes. Our research aims to show how residents’ opinions changed during the debate over this first-of-its-kind project in relation to understandings of project impacts. Our methods included an examination of public opinion polls and the refereed literature that traces public attitudes and knowledge about Cape Wind. Next we conducted expert elicitations to compare trends with the level of understanding held by small groups of scientists and Cape Cod stakeholders. Our review found that Massachusetts residents became more supportive of the project while our research demonstrated the gap between scientific and lay knowledge diminished late in the debate. To facilitate planning for other offshore energy projects, we recommend steps to move the public to an informed position more quickly.
    Description: A Woods Hole Oceanographic Institution-Duke University Fellowship made this research collaboration possible
    Description: 2016-12-12
    Keywords: Wind power ; Public opinion ; Uncertainty ; Expert elicitation
    Repository Name: Woods Hole Open Access Server
    Type: Preprint
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  • 2
    Publication Date: 2018-11-08
    Print ISSN: 2190-6483
    Electronic ISSN: 2190-6491
    Topics: Energy, Environment Protection, Nuclear Power Engineering
    Published by Springer
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  • 3
    Publication Date: 2016-02-01
    Print ISSN: 0964-5691
    Electronic ISSN: 1873-524X
    Topics: Biology , Energy, Environment Protection, Nuclear Power Engineering , Geography
    Published by Elsevier
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  • 4
    Publication Date: 2019-09-09
    Print ISSN: 0309-8265
    Electronic ISSN: 1466-1845
    Topics: Geography
    Published by Taylor & Francis
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  • 5
    Publication Date: 2019-07-13
    Description: Efforts to address anthropogenic global climate change (AGCC) require public understanding of Earth and climate science. To meet this need, educational reforms and prominent scientists have called for instructional approaches that teach students how climate scientists examine AGCC. Yet, only a few educational studies have reported clear empirical results on what instructional approaches and climate education technologies best accomplish this goal. This manuscript presents detailed analysis and statistically significant results on the educational impact pre to post of students learning to use a National Aeronautics and Space Administration (NASA) global climate model (GCM). This series of case studies demonstrates that differing instructional approaches and climate education technologies result in differing levels of understanding of AGCC and ability to engage with policies addressing it. Students who learned the scientific process of climate modeling scored significantly higher pre to post on exams (quantitatively) and gained more complete conceptual understandings of the issue (qualitatively). Yet, teaching students to conduct research with complex technology can be difficult. This study also found lecture-based learning better improved recall of facts about GCMs tested by multiple-choice questions. Our findings indicate what educational systems and related technologies might provide the public with the conceptual understandings necessary to engage in the political debate over AGCC.
    Keywords: Meteorology and Climatology
    Type: GSFC-E-DAA-TN65453 , Journal of Environmental Studies and Sciences (ISSN 2190-6483) (e-ISSN 2190-6491); 9; 1; 25-34
    Format: text
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  • 6
    Publication Date: 2019-07-13
    Description: A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.
    Keywords: Social and Information Sciences (General); Meteorology and Climatology
    Type: GSFC-E-DAA-TN35382 , Journal of Geoscience Education; 64; 3; 159-174
    Format: text
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  • 7
    Publication Date: 2019-07-13
    Description: This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.
    Keywords: Meteorology and Climatology
    Type: GSFC-E-DAA-TN42469 , Studies in Science Education (ISSN 0305-7267) (e-ISSN 1940-8412); 52; 2; 1-24
    Format: text
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