![Logo de [VertigO] La revue électronique en sciences de l’environnement](/fr/revues/vertigo/logo.jpg){kind=logo}
Résumés
Résumé
Les éducateurs et agents de communication en matière de changements climatiques font face à de nombreux défis. Les concepts scientifiques reliés au climat sont souvent mal interprétés. Les citoyens estiment que les changements climatiques auront peu d’impacts sur leur propre vie. Ils perçoivent peu les changements graduels dans leur environnement. Les comportements de surconsommation rapportent pouvoir, plaisir et reconnaissance. Plusieurs personnes, déconnectées du milieu naturel, ont tendance à prendre des décisions émotives et à résoudre rapidement les problèmes environnementaux. À partir des travaux de recherche dans le domaine, des stratégies de communication et d’éducation sont proposées pour favoriser chez les apprenants une meilleure compréhension des changements climatiques, leur communiquer l’urgence d’agir, les motiver à adopter des comportements d’atténuation et les rendre aptes à implanter des mesures d’adaptation.
Mots-clés:
- éducation aux changements climatiques,
- communication,
- développement de compétences,
- atténuation,
- adaptation
Abstracts
Educating and communicating about climate change is challenging. Climate change scientific concepts are often misunderstood. People believe that climate change will have few impacts on their own life. People have difficulty to perceive gradual environmental changes. Overconsumption brings people power, pleasure and recognition. People, disconnected from nature, tend to make emotional decisions and to quickly solve environmental problems. Drawn from research, climate change communication and education strategies are presented for helping learners to better understand climate change, communicating the urgency to act, motivating the adoption of mitigation behaviours and reinforcing people’s skills for implementing adaptations.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographies
Diane Pruneau, professeure en éducation relative à l’environnement, s’intéresse au développement de compétences liées au développement durable, à l’éducation aux changements climatiques et aux villes durables.
Mélanie Demers, étudiante à la Maîtrise en éducation, étudie les impacts d’une éducation au futur sur les connaissances, attitudes et compétences des jeunes en lien avec les changements climatiques.
Abdellatif Khattabi, professeur en économie de l’environnement, dirige le projet ACCMA, qui a pour but de favoriser l’implantation, par les citoyens et décideurs marocains, de mesures d’adaptation aux changements climatiques.
Note
-
[1]
La vulnérabilité est le degré selon lequel une communauté est fragilisée par rapport aux effets néfastes des changements climatiques (Smit et Wandel, 2006).
Bibliographie
- Andersson, B. et A. Wallin, 2000, Students' understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of Research in Science Teaching, 37, 10, 1096-1111.
- Angus Reid Group, 1992, Canadians and the environment. Report to Environment Canada. Toronto: Angus Reid Group Inc.
- Bord, R. J., R. E. O'Connor et A. Fisher, 2000, In what sense does the public need to understand global climate change? Public Understanding of Science, 9, 205-218.
- Cohen, S., D. Neilsen, S. Smith, T. Neale, B. Taylor et M. Barton, 2006, Learning with local help: Expanding the dialogue on climate change and water management in the Okanagan region, British Columbia, Canada. Climatic Change, 75, 331-358.
- Cox, R. et P. Brna, sous presse, Supporting the use of external representations in problem solving : The need for flexible learning environments. Journal of Artificial Intelligence.
- Eakin, H., V. Magaνa, J. Smith, J. L. Moreno, J. M. Martinez et O. Landavazo, 2007, A stakeholder driven process to reduce vulnerability to climate change in Hermosillo, Sonora, Mexico. Mitigation and Adaptation Strategies for Global Change, 12, 935-955.
- Eisenack, K., V. Tekken et J. Kropp, 2007, Stakeholders’ perceptions of climate change in the Baltic Sea Region. In Schernewski, Fichtner, Glaeser, Konieczny, Scheibe, Sekscinska & Thamm (eds.), Coastal development: The Oder/Odra estuary and beyond. Coastline Report No. 8. Postdam, Germany: Potsdam Institute for Climate Impact Research.
- Fraser, S.W. et T. Greenhalgh, 2001, Coping with complexity: Educating for capability. British Medical Journal, 323, 7316, 799-803.
- Freiman, V., D. Pruneau, P.Y. Barbier, E. Ouellet, J. Langis, L. Liboiron, et T. Baribeau, 2008, How students pose an environmental problem: Case of Grade 3 students trying to reduce sedimentation in a river. Conférence annuelle de l’American Education Research Association, New York.
- Futerra Sustainability Communication, 2007, The rules of the game. Evidence base for the climate change communications strategy. [En ligne] www.futerra.co.uk/downloads/RulesOfTheGame.pdf
- Gladwell, M., 2007, The tipping point: How little things can make a big difference. Boston: Bay Back Books/ Little, Brown.
- Hassol, S. J., 2008, Communicating climate change and solutions. Présentation à la National Council for Science and the Environment Conference: Climate Change: Science and Solutions, Washington, janvier 2008.
- Heimlich, J. et N. Ardoin, sous presse, Understanding behavior to understand behavior change: A literature review. Environmental Education Research.
- Homer-Dixon, T., 2000, The ingenuity gap. New York: Alfred A. Knopf.
- Intergovernmental Panel on Climate Change, 2007, Climate change 2007. Mitigation. Cambridge: Cambridge University Press.
- Kempton, W, 1997, How the public views climate change. Environment, 39, 9, 12-21.
- Lorenzoni, I., et N. F. Pidgeon, 2006, Public views on climate change: European and USA perspectives. Climatic Change, 77, 73-95.
- Magill, R.A., 2000, Motor Learning: Concepts and applications. Dubuque, Iowa: William C. Brown.
- Maiteny, P.T., 2002, Mind the gap: summary of research exploring “inner” influences on pro-sustainability learning and behaviour. Environmental Education Research, 8(3), 299-306.
- Moser, S., 2007, Communication strategies. In Isham, J. & Waage, S. (eds.), Ignition. What you can do to fight global warming and spark a movement, pp. 73-94. Washington, DC: Island Press.
- O’Connor, R.E., R.J. Bord et A. Fisher, 1999, Risk perceptions, general environmental beliefs, and willingness to address climate change. Risk Analysis, 19, 3, 461-471.
- Owen, S., 2005, Public attitudes to climate change, motivators and barriers to action: Newcastle and the North East. Brand Strategy & Research.
- Papadimitriou, V., 2004, Prospective primary teacher's understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 13(2), 229-307.
- Patchen, M., 2006, Public attitudes and behavior about climate change: What shapes them and how to influence them. West Lafayette: Purdue Climate Change Research Center.
- Pruneau, D. et A. Utzschneider, 2008, Students’ decision-making process while involved in sustainable development projects. Proceedings of the 2007 North American Association for Environmental Education Research Symposium, Virginia Beach, VA, novembre 2007. En ligne: naaee.org
- Pruneau, D., V. Freiman, J. Langis, T. Baribeau, L. Liboiron et A. Champoux, 2007, How scientists and students pose an environmental problem. In Z. Guzovic, N. Duie et M. Ban (Eds.), Proceedings of the Dubrovnik Conference on Sustainable Development of Energy, Water and Environment Systems, Dubrovnik, Croatie, juin 2007. CD-Rom, ISBN: 978-953-6313-87-1.
- Pruneau, D., A. Doyon, J. Langis, L. Martin, E. Ouellet et G. Boudreau, 2006, The process of change experimented by teachers and students when voluntarily trying environmental behaviours. Applied Environmental Education and Communication, 5(1). 33-40.
- Pruneau, D., J. Langis, J.-F. Richard, G. Albert et M. Cormier, 2005, The evolution of children’s ideas on pollution in the framework of experiential and socioconstructivist activities. Environment and Sustainable Development, 4(1), 17-34.
- Pruneau, D., B. Bourque, et J. Langis, 2005, Programme pédagogique pour éduquer les citoyens de Bucarest à la viabilité urbaine et à la réduction des déchets au sol. Moncton, NB : Groupe de recherche Littoral et vie.
- Pruneau, D., L. Liboiron, E. Vrain, H. Gravel, W. Bourque, et J. Langis, 2001, People’s ideas about climate change. A source of inspiration for the creation of educational programs. Canadian Journal of Environmental Education, 6, 121-138.
- Schneider, S., 2008, Communicating climate change and solutions. Présentation à la National Council for Science and the Environment Conference: Climate Change: Science and Solutions, Washington, janvier 2008.
- Seider, P., 1998, Invisible walls. Why we ignore the damage we inflict on the Planet…and ourselves. Amherst, NY: Prometheus Books.
- Smit, B., et J. Wandel, 2006, Adaptation, adaptative capacity and vulnerability. Global Environmental Change, 16, 282-292.
- Stevenson, T., 2006, From vision into action. Futures, 38, 667-672.
- UNESCO-PNUE, 1977, Déclaration de Tbilissi et Rapport final. Conférence intergouvernementale sur l’éducation relative à l’environnement. Tbilissi, 14-26 octobre. Paris : UNESCO.
- Welch, D.A., 2002, Decisions, decisions. The art of effective decision making. Amherst, NY: Prometheus Books.