| Summary: | 碩士 === 長榮大學 === 資訊管理學系(所) === 104 === The Fifth Assessment Report (AR5) of the United Nations Intergovernmental Panel on Climate Change (IPCC) has confirmed that global warming increases the frequency of extreme weather and disasters. With increasing importance on the issue of climate change, it is necessary for public to enhance their knowledge and clear any misconceptions on climate change.
Previous studies that construct a framework of climate literacy indicators not only consumes time and labor, but also has a very complicated research process. This study will construct a framework of climate literacy indicators from media that people have contact with most frequently.
The first step of this study is to collect data from multiple sources. These include “Climate Literacy-based on Principles of Climate Science Guide” published by the National Oceanic and Atmospheric Administration (NOAA) and the American Association for the Advancement of Science (AAAS), and the “United Daily News,” which includes three million news media articles dated through 2000 to 2009. The next step is extracting and matching keywords through an automated system. The results are as followed: 1. 51 keywords were extracted in total, and further divided into climate change causes (11 keywords), the impact of climate change (20 keywords), the response of climate change (7 keywords) and other related phrases (13 keywords). 2. Seven climate literacy core keywords that possess high relevance were chosen to couple with climate change-related issues. Results showed out of that these keywords (carbon dioxide, warming, energy, greenhouse gases, fossil fuels, species, and climate change), climate change headed the charts. After analysis of the coupling on climate change issues, two high frequency coupling paths were the most apparent, “Energy-greenhouse gas-climate change” and “global warming-greenhouse gasses-climate change.” 3. Choosing “climate change” as the main keyword to analyze the 3 levels of climate literacy, this structure needs to be further utilized. Compared to teaching materials of climate change adaptation published by the Ministry of Education in Taiwan, this study noticed that the teaching material was lacking in explaining climate change and its cause.
The study shows that climate change literacy can not only be used to increase climate change education, but also develop more teaching materials on climate change based on climate literacy association map in the future.
|
|---|
