4 pages., Article #:3IAW1, via online journal., Scientific literacy is essential for success of youth and adults in the 21st century. In 2017, Oklahoma 4-H Youth Development initiated a fellowship program to address scientific literacy throughout Oklahoma: the STEMist program. Through this program, college students with a background or interest in science are recruited, trained, and sent to teach science workshops to youths at various educational events during the summer months. In its inaugural year, the program reached over 2,000 youths. The program addresses scientific literacy, aids in career readiness, and promotes 4-H to audiences previously unaware of the positive impact it can have on today's young people.
19 pages., via online journal., The agricultural sector continues to be challenged by the public with respect to how it deals with a wide range of issues. These issues may be viewed as component parts of an implied “new contract” between society and agriculture. The “old contract” with society obligated agriculture to provide safe, wholesome, abundant food at affordable prices. The new contract includes several additional components including a heightened focus on food safety and quality, consideration of environmental impacts of agricultural production, and increased consideration for the well-being of animals. If production agriculture effectively deals with these new components, society will likely continue supporting the use of public sector resources for agricultural research, education, and commodity programs. Recent surveys indicate the agricultural sector faces a formidable challenge in dealing with issues involving the risks and benefits of agricultural production practices. This is due to a decline in consumer confidence in the safety of the food supply, the relative level of scientific literacy, and a growing mistrust of new technologies within some demographic groups. Surveys indicate scientists and extension professionals are trusted by the public and thus can play a key role in public education.
Administrators and peers must actively support and reward scientists and extension professionals for their contributions to public education. Educating the public requires an understanding that the public, in general, does not view risk from a quantitative standpoint but rather from a qualitative one. Effective public education activities should be based upon proven public policy education methodology. This approach encourages the educators to refrain from assuming an advocacy position and allows maximum opportunity for the public to be in control of the decision-making process as required in the democratic system.
2 pages., Research summary via online from the North American Association for Environmental Education., Researchers interviewed 11 environmental or science journalism educators from four-year institutions and identified four common challenges: (1) keeping up with technology, (2) student interest, (3) environmental advocacy among students; and (4) lack of potential careers in the field. They suggested pre-requisites.
14 pages., via online journal., Parks and protected areas can be ideal settings for climate change communication since many visitors have an affinity for natural and cultural settings, and an interest in resource protection. However, climate-based education efforts in the Midwestern United States may need a slightly different approach since this region lacks obvious indicators, such as sea level rise and melting glaciers. Interpretation, an informal communication process designed to transmit scientific information to visitors in leisure-based settings, could be a useful strategy for engaging visitors in climate change discussions. Few studies have assessed perceptions of interpreters on this topic, much less, their willingness to communicate such information. To address this issue, a mixed methods approach (surveys, interviews, photovoice) was used to examine interpreters’ perceptions of climate change and its impacts in Missouri State Park and Historic Sites. Although nearly 70% of interpreters were either alarmed or concerned about climate change, many of them were unsure about its causation. Interpreters report observing impacts such as flooding, earlier plant blooming, high temperatures, extreme weather, and invasive species, but were uncertain about attributing these impacts to climate change. Interpreters did not believe that visitors would be responsive to climate-based education per se but thought the topic could be addressed in pre-existing programs and activities. Rather than discussing complex science with visitors, interpreters felt more comfortable with conveying the significance of resources at their sites. Implications from this study include acknowledging multiple viewpoints, framing strategic messages, and developing place-based educational materials.
MEINARD, YVES (author), QUÉTIER, FABIEN (author), and Gereco, Espace Saint-Germain Bâtiment le Saxo, 30 avenue du Général Leclerc
Institut für Evolutionsbiologie und Umweltwissenschaften, Universität Zürich
Laboratoire d'Ecologie Alpine, UMR 5553 du CNRS, Université Joseph Fourier, BP 53, 38041 Grenoble Cedex 09
Biotope, 22 Boulevard du Maréchal Foch, BP 58
Format:
Journal article
Language:
English with Spanish / English abstract
Publication Date:
2014-06
Published:
USA: Wiley-Blackwell
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: D08304
