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6-1-2008

Climate change and the ecological footprint

E. Cordero San Jose State University

Anne Marie Todd San Jose State University, [email protected]

D. Abellerra Sustainability Indicators Program, Redefining Progress, Oakland, California

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Recommended Citation E. Cordero, Anne Marie Todd, and D. Abellerra. " change education and the ecological footprint" Bulletin of American Meteorological Society (2008): 865-872. https://doi.org/10.1175/2007BAMS2432.1

This Article is brought to you for free and open access by the Communication Studies at SJSU ScholarWorks. It has been accepted for inclusion in Faculty Publications by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. EDUCATION AND THE ECOLOGICAL FOOTPRINT

BY EuGENE C. CoRDERO , ANNE MARIE Tooo. AND DIANA AsELLERA

Act1on-onented learnmg des1gned around the eco og1cal footpnnt can rmprove un1ve1 s1ty students' understanding of the connect1on between personal ene,·gy use and climate change

lthough recent poll s1 suggest that most Ameri ­ 1997; Co rdero 2002; Gowda et al. 1997; Kh,llid 2003; can s believe humans a re indeed affe c ting our Michail et al. 2007; Unell 2000 ). For example, when Aclimate, it is unclea r how well the public is edu asked to explain global warming, many students often cated about both the science o f climate ch ange and discuss stratospheric and suggest that the conncc t1o n betwee n pe rsonal lifestyle choices holes in the ozone layer enhance the gree nhou se effec t and cli mate cha nge mitigation. Previous studi es of by aiiO\\ ing more sola r energy to arrive at the Farth 's studen ts an d prcse rv ice teac hers found that they have surface (Jeffries et al. 2001). signi fica nt misco nception s about global wa rm ing Edu ca to rs often desc ribe such id eas as "n aive (e.g.• Bores a nd Stani ss treet 1997; Christidou et al. theones" or "m isconceptions,'' and the stud ) o f how a n indi vidual constructs their own conceptual fram eworks in science remains a field of co ntinued AFFILIATIONS: CORDERO Department of Meteorology. edu cational research. An im proved understanding San jose State Un 1vers1ty, San jose. California, Tooo- or students' ideas and how the y de velop ca n lead Dcpartment of Communication Stud1es. San Jose Sta te Umversity. to better instr uc tion al method s and ultimatel y en San Jose. Californ1a: ABEllERA· Sustamability Indicators Program. hance the public's understa nding of science (Brody Rcdefmmg Progress. Oakland, Cal1fornia 1994; Co rdero 2001 ; F1sher 1998a). Thi s is ce rtainly A supplement to thos artocle os avaolable onlme (001: I 0.1175/ impo rtant in th e field of clim ate cha nge, whe re an 2007BAMS2432.2) CORR ESPONDING AUTHOR: Eugene C. Cordero. Department of Meteorology. San Jose State Univers1ty. San jose. CA 95192­ 1 The polls show that 83% agree that humans Jr~ .11 lcao,t 0 104 parti ally w.ponsible for recent warmmg.IARC ".Jew,/Timd E-ma1l : [email protected] ~tan ford Universit} Poll, ~1arch 9-1-l, 2006 V 1,002 adults The abstract (or th1s art•cle can be found rn th1s 1ssue, followrng the nation" ide, margin of er ror ±3%.] table ofcontents. 1 T h e term "global warming" b used throug h the t ex t to DOl : 10. 117512007BAMS2432 .1 r~fer to the inaease in the average tempera ture ofthe lower

In fonal form 14 November 2007 at mosphere over the last few d ecades associated with human C 2008 Amerocan Meteorologocal Socoety ac t ivities, specifically t he release of well mixed greenho u se gases.

AMERICAN METEOROLOGICAL SOCIETY JUNE 2oos BAn~ 1 865 educated citizenry is required to make wise decisions covers typical introduclory topics, such as radia­ regarding policies and practices aimed at reducing tion, general circulation, and severe weather. The emissions and the human impact on course has sections on climate and climate change, the Earth's resources. including anthropogenic greenhouse gas forcing and Previous research confirms a need for new mod­ ozone depletion. Meteorology 112 is more focused on els of climate change education (Moser and Dilling contemporary climate change, although similar fun­ 2004). Many educators feel that they should not damentals such as radiation and the only teach the science, but also engage students and are also covered. Students enrolled in Meteorology encourage positive responsiveness about the environ­ 10 tend to be first- and second-year college students, ment (i.e., Cross and Price 1999; Lester et al. 2006; while Meteorology 112 is an upper-division course Mason and Santi 1998). Given the need to develop new and requires at least a junior-level standing. approaches to improve awareness and understanding ofclimate change, we conducted a pilot study of pri­ QUESTIONNAIRE RESULTS. We designed marily nonscience undergraduate students enrolled a questionnaire to assess student's understand­ in introductory meteorology courses to evaluate the ing of three major areas of climate change science: effectiveness of existing teaching methods and to 1) the causes of global warming and ozone deple­ explore new methods. The primary aim ofthis study tion, 2) the relationship between global warming is to determine the effect ofaction-oriented learning and ozone depletion, and 3) the link between energy on climate change literacy, while yielding additional use and (see insights on student misconceptions and the effective­ I for a listing of the ness ofvarious teaching methods. This pilot study is questions used in this study). The paper will focus the initial stage of a larger project to track environ­ mostly on our results in the third area. Our ques­ mental literacy in undergraduates throughout their tionnaire consisted of 39 statements that asked for college education to study how, and to what extent, the student's response, using a five-element Likert their knowledge of and attitudes toward climate scale (strongly agree, agree, don't know, disagree, or change are affected by different learning environ­ strongly disagree). Responses of strongly agree or ments. This work aims to improve climate change agree were coded as true, and strongly disagree and education and ultimately promote more sustainable disagree as false. Students were asked to complete practices within universities and their students. in-class questionnaires on the first and last days of class and were then tracked by their student ID. Only METHODOLOGY. ln the fall of 2005, over 400 students who completed both the pre- and postques­ college students attending San Jose State University tionnaires were used in this study. A p value from a participated in a study that focused on climate change Student's t test is used to indicate whether the differ­ science. Participants were enrolled in Meteorology 10: ences between the pre- and postquestionnaires are Weather and Climate (a lower-division general edu­ statistically significant (where p < 0.05 is considered cation course) and Meteorology 112: Global Climate statistically significant at the 95% confidence level). Change (an upper-division general education course). We compute the p value from the TTEST function We selected these courses because their enrollment in Microsoft Excel, where we choose a two-tailed, consists primarily ofnonscience majors who serve as two-sample equal variance test. a good benchmark for the average college student's knowledge ofclimate change science. Student knowledge of global warming. Results from Each of the meteorology courses in this study is our questionnaire show that student concern about taught in a 15-week semester, enrolls approximately global warming is relatively high, with 80% indicat­ 50-60 students per course, and employs a standard ing that global warming is a pressing environmental lecture format. Because multiple sections are taught issue. Students also showed at least a rudimentary each semester, there are different instructors for understanding of the sources and impacts of global the courses we assessed. 3 Meteorology 10 focuses warming. The vast majority of incoming students qualitatively on basic meteorological concepts and agreed that there is a connection between automobile and factory emissions and global warming (94% cor­

' The instructors for these courses were either full-time rect), and they identified C02 as a greenhouse gas that faculty from the Department of Meteorology, or in the case comes from the burning ofcoal and oil (83% correct). of one class, an outside lecturer with a Ph.D. in atmospheric Incoming students also understood that as the Earth science. warms, the polar ice caps will melt and sea levels will

866 1 BAn~ JUNE 2oos rise (80% correct). These results are generally consistent across different cour!>es and different sections ofthe sa me class. Previous!} identified misconcep­ tions in the students' understanding ofglobal warmmg were also found. Students tended to confuse ozone depletion and global warming, and Ozone holea cauae Ice this confusion had only modest c1p1 to melt ( F) improvements even after a 15-week meteorology course. As shown in Fig. l, incoming students incor­ Auto pollution CIUiel rectly identify the cause of ozone ozone holea (FJ depletion as CO (22% correct), and the cause of the ozone hole as 20% 10% 100% automobile pollution (12% correct). Percentage Correct Student~ also incorrectly connect fiG. I. Stude nt responses (n =470) to the stat e m e nts regarding the a larger ozone hole with a warmer connection be tween global warming and the ozone hole. Results from planet (9% correct) and believe that que stionnaires given at the beginning ofthe semesters (prequestion­ the ozone hole will cause the ice caps naire and end of the semester (postquestionnaire) from both sets of to melt (18% correct). These results meteorology general e duca tion classes are shown. A shorthand ver­ sion ofthe question followed by the correct answer indicated by "(T)" are consistent with previous studies or "(F)" is given on the le ft, and the p value is given o n the right. of K-12 and college students in the United States, United Kingdom, and Australia (Christidou eta!. 1997; Cordero 2002; tween energy use and global warming is poor, we Fisher 1998b; Rye et a!. 1997) and confirm that these designed a learning activity ( misconceptions persist in today's students. We also for details) to encourage note that although statistically significant improve­ students to explore the connection between personal ments (p < 0.05) between the pre- and postquestion energy use and their EF. The activity was given to naire occur in all but one question, the percentage of approximately half the Meteorology 112 students (11 correct answers is still not very impressive. Previous =123) and included the following components: a) stu research has also described the challenges that exist in dents completed the online Et quiz (see sidebar); b) altering student misconceptions (Brody 1994; Fisher students used the "Take Action" section to determine 1998b), and our findings imply that further teaching how they might reduce their overall EF by 30%; and c) mnovations arc needed in our general education students answered questions (requiring paragraph re­ courses to change student ideas. sponses) about how their various activities contribute to their EF. The activity was worth 10% ofthe coursc Ecological footprint learning activity. The ecologi grade and students were given 2 weeks to complete cal footprint (EF) (see sidebar) is an analysis that their work. There was neither in-class discussion of estimates the resources required to sustain a human the EF, nor feedback given on the activity until after population and compares this to the Earth's regenera­ the final questionnaire was completed. Hereafter, tive capacity. The EF computes an area ofland needed Meteorology 112 students who were given the Ef to sustain a population and its activities, using inputs learning activity are referred to as the "Yes EF" group to the calculation, including carbon emissions from while Meteorology 112 students who were not given food choices, transportation modes, and a number the activity are called the "No EF" group. ofother factors. The carbon emissions tend to be the We analyzed results from the two groups ofMeteo­ greatest component of an individual's, as well as a rology 112 students (n = 241) to evaluate the impact of nation's, EF contribution. In this way, calculations the FF activity on the students' understandingofglob ofEF can be related to greenhouse gas emissions and al warming. The greatest variations between these two indirectly to global warming. groups ofstudents were found in the questions regard Because previous questionnaires showed that ing the connection between personal energy use (e.g., students' understanding of the connection be- consumption, electricity use, and a vegetarian diet)

AMERICAN METEOROLOGICAL SOCIETY JUNE 2oos BAns- 1 867 and global warming. In the preclass questionna1re, 2000; Hillman et a!. 1996) suggest t he following mis­ the average percentage of correct responses to these conceptio n: causes of global warming incl ude only questions \\ aS between 14% and 39%. These results, visible and local pollution (i.e., automobile exhaust li ke previous studies (e.g., Andersson and Wallin and factory em1ssions), and exclude energy associated

~Y""!""""·--- - ' THE COLOGICAL FOOTPRINT

he EF is a SCientifically reviewed tool for measuring human impact on the environment through calculating the amount of Tland needed to prov1de all of the resources and absorb all of the wastes of any given population (Wackernagel et al. 2002). Although the calculator 1s best applied at a global. national. and reg1onallevel, individuals may determine the1r footpnnts through an onhne qu1z (available online at ). Accessed by 6 million people each year from over 45 countries. the EF quiz prompts users to answer a series of multiple-choice questions about the1r daily lifestyles. Examples of the questions are shown in Table SBI, and illustrate the connection between personal activities and environmental resources. From a pedagog1cal point of view. two features of the EF quiz are especially interesting. First. after individuals complete the qUIZ, their results are displayed on a screen as shown below. The total footprint is broken down into different com­ ponents (food. mobility. shelter, goods/services). and an estimate of the amount of resources 1s presented m acres and m "number of planets required 1f everybody lived like you." The use of the quantity •·number of planets" Instead of just acres of land puts the global ram1ficat1ons of individual actions mco perspective and also allows for comparisons With other countnes The second pedagogically significant part of the EF quiz 1s the "Take action" section, where participants can see how changes to vanous act1ons would affect their total footpnnt (see Fig. SBI) . Note: A new EF quiz has been released ( ) that upgrades the vers1on used in our study. While it offers more accurate calculations and updated mformation. 1t lacks the 'Take action' functionality. The authors recommend ( ) as a calculator that enables the user to modify their actions and immediately see the result.

TABLE SBI. Sample questions given in ecological footprint quiz are shown.

Ho w often do yo u eat animal based products (beef. pork, chicken . fish . eggs, dairy products)? • Never (vegan) • Infrequently (no meat, and eggs/da1ry a few t imes a week: strict vegetarian) • Occas1onally (no meat or occasional meat. but eggs/da1ry almost daily) • Often (meat once or tw1ce a wee k) • Very often (meat da1ly) • Almost always (meat and eggs/dairy in almost every meal) ------2 How much of t he food that you eat is processed. packaged. and no t locally grown (from more t han 200 miles away)? • Most of the food I eat is processed. packaged. and from fa r away • Three-quarters • One-half • One-quarter • Very little : most of the food I eat is unprocessed, unpackaged and locally grown

6. Which housmg type best describes yo ur ho me ? ------• Free -standing house without running water • Free-standmg house with running water • Multistory apartment building • Ro w house or bUIIdmg with 2- 4 housmg units • Green-design residence ------12. Approximately how many hours do you spe nd flymg each year? • 100 h • 25 h • 10 h • 3 h • N ever fly

868 1 BAn~ JUNE 2oos with electricity generation and energy associated with improved by the end ofthe semester and was also sig the production ofproducts and food. nificantly higher than in the No EF group. In all cases, In the Ye~ EF group, the percentage of correctly the changes are statistically stgnificant at the 990.o answered quest tons, as shown in Fig. 2, significantly confidence level (p <0.01). In the statement regarding energy-saving light bulbs (Energy -saving light bulbs cmr save money, but have no effect 011 globalwarmillg). 82Cfo of the Yes EF group answered correctly while only 29a,o in the No EF group did so. l n responses to the related statement (Electric automobiles do not contribute to global warming), similar improvements were observed, although the changes in the Yes El· group were not as large. These results indicate that QUIZ the activity helped students dispel the prcvwusly fCOlOGJ.CAl FOOTPIUNT CA,....AIGN identified misconception that electricity is somehow "clean" and not connected to global warming.

(MAJL Responding to the statement "Buyirrg /Jollied water ·­ i1rstead of drinking water from a faucet contributes WHAT YOU ·-CAN 00 . __, to global warmirrg" only 21% ofall Meteorology 112 Q!tf'*' a ·­ students answered correctly. In the Yes FI· student q.:.gs,ww ·­:;a-;;;....,__ group, this 1mproved to a 53% correct response, while C0*4ENTSAND QUlmOHS the No EF group showed no statistically significant

·~ ...... ~ improvement at the 95q,o level. For the statement, .• Wllllla:.lltre --­ ·-­ "Eatrrrg a vegetaricm diet can reduce global warmirrg," the initial correct response by all Meteorology 112 students was 14%, while the Yes EF group improved to 80% and the No EF group to 24'l-iL For both ques ttons, the EF activity appears to help students connect products and personal actions with energy use and SIMPLE STEPS YOU CAN TAKE TO REDUCE YOUR global warming. This is especially true for the con ECOLOGICAL FOOTPRINT ncction with food; students appear to d1scover the CA Cv..ATE YOUR FOOTPRI NT SAVINGS . THEN PLEDGEt role meat consumption has on global warming (see, e g., Fshel and ~lartin 2006). FOOD The improvements In the students' understand Currently: ing of one aspect of global warming appears to be IS: % of the food l eat ,s from a ocal directly connected to the EF learning activit}. A farm (wtt"ln 200 miles) or garden quest1on about home energy usc on the Ef and 111 2. % of the food I eat 1s organ c or susta'"ably grown the activity encourages students to explore the con 3 % of my food IS unpackaged and nection between electricity and the FF. Also, the EI· unprocessed of my seven d•nners a week are quiz asks two questions about the type of food one 4 0 3 vegetanan buys and the activity again asks the student to explain 5 75 % ot the food I buy IS eaten 85 why food choices alter their EF. ln both cases, we sec Food Footpnnt reduct1on (acres) 1.2 dramatic improvements in student responses. Based Q J1!311iiiM on both of these results and student comments, we believe the personal connection this .lctivity estab FrG. SB I. Two sample screens from the ecological li hes helped students learn. By asking students to footprint quiz given to a selection ofstudents (online use the online calculator to reduce their footprint b) at www.earthday.net/footprint/index reset.asp): 30% 111 a realistic manner allows studenh to appl) (top) the results after completion of the footprint their understanding and evaluate hO\\ it impacts their quiz, and (bottom) the "Take action" section, hves. Using tnal and error, most students find that where students can quantify how particular actions can modify their ecological footprint. Note that the food choiCes were the easiest change they could make 'Take action' section is no longer available in the to reduce their EF. This may explain wh) the largest English version of this calculator. improvement in student responses was in reference to the questions on a vegetarian diet. The relatively

AMERICAN METEOROLOGICAL SOCIETY JUNE 2oos BAn~ 1 869 smaller improvements in answers about bottled water this analysis does indicate that EF activity improves may have also been predicted, because the only EF students' knowledge of the environmental impacts question focused on consumption-Compared to of their actions, it does not indicate whether these people in our neighborhood, how much waste do you educational experiences will be retained over time.' generate; much less; about the same; much more-is However, it does suggest that a learning activity not as strongly illustrated. In grading the written designed around personal action may be a good response to the question of why waste affects your motivator for learning. EF, many students mentioned recycling but did not describe the direct connection between consumption DISCUSSION AND CONCLUSIONS. Climate and energy. change today is no longer the exclusive domain of Comments by students who completed the activity scientific experts; it calls for action from all citizens revealed that the EF activity influenced how they (Backstrand 2003). Higher education, in particular, perceived the connection between their lifestyle and has an important role to play in educating students global warming. Ofthese students, over 50% respond­ about climate change, and connecting it to the ed that they were "surprised" or "shocked" at their variety of social dimensions, including access to results. Other studies have identified this "I didn't food, drinkable water, and (Rees know I have this much impact" refrain in students 2003). A scientifically literate population can make (Devine-Wright et al. 2004; McMillan et al. 2004) better decisions about what and how they purchase, and adults (Uzzell 2000). In general, students were consume, dispose, and invest (Lester et al. 2006). also surprised at how relatively easy it was to reduce Previous studies show that introductory university­ their EF, and many said they would consider changing level environmental studies classes can improve stu­ from a diet ofprimarily meat and/or processed foods dents' environmental literacy (McMillan eta!. 2004). to a diet with more local fru its and vegetables. This However, educators have found limited success in may actually be quite important because it offers getting students to apply environmental knowledge students an achievable method toward reducing their to their own lives, and curricula that uti! ize environ­ EF. Research shows that guilt is generally not a good mental connections have been weak (e.g., Devine­ motivator for personal change (Moser and Di ll ing Wright et al. 2004; McBean and Hengeveld 2000). 2004), and this may also be true in learning. While The results from our questionnaire show that significant misconceptions persist among university students concern­ Energy ..vlng bulba·no effect on ing climate change. The confusion is global warming (F) 82% likely enhanced via various factors, including how the media portrays No EF global warming and how these Electric autos don•t contri bute to global topics are covered in K-12 classes warming (F) 62% (e.g., Dove 1996; Gowda ct al. 1997; Groves and Pugh 1999; Moser and Dilling 2004). Our results dem­ Buying bottled water contribute• to global warming (T) ' In a 2006 project conducted by Redefining Progress, over 300 K-12 teachers across Vegtterlan diet cen California were tratned on integrating the Er reduce global warmlng(T) 80% into their curriculum. Feedback from par­ ticipants showed that teachers developed new

0% 20% 40% &0% 80% 100% perspectives in teaching history/social studies % Correct (Poat) and found the EF offered a key means for critical thinkingand student reflection. Whether the EF fiG . 2. The pe rce ntage ofcorrect stude nt r e sponses from the e nd of sem ester questionnaire (n =241) for Met e orology 112 classes with and activity can promote a deeper and longer· lasting without the ecologica l footprint activity. The pe rce ntage of correct understa nding of other aspcc.ts of climate stude nt response s at the be ginning of the sem e ster (prequestion­ change science is at present unclear, but these na ire) is a lso give n to the left of the ba r. A shorthand ve rsion of the preliminary result~ ~how the inherent promise question followe d by the correct a nswe r indicated by "(T)" or "(F)" ofestablishing a personal connection between is give n on the le ft, and t h e p va lue is give n o n the r ight. the students and the science. s1o 1 BAn~ JUNE 2oos onstrate that some of these misconceptions do not Cordero, E., 2001: Misconceptions in Australian stu­ <.hange even after a IS-week course in weather and dents understanding ofozone depletion. Melbourne climate. Other studies have found that even highly Stud. Educ., 41, 85-97. educated adults harbor significant misconceptions -,2002: Is theozone hole over your classroom? ·\r1st. about basic. elements in climate science (e.g., Sterman Sci. Teach. ]., 48, 34-39. and Sweeney 2007), illustrating that it often takes Cross, R. T.. and R. F. Price, 1999: fhe social respon­ spectltc. curriculum design to alter student ideas. sibtlrty of scrence and the pubhc understanding of The main conclusion of our study is that effec scrence. Int. f. Sci. Educ., 21, 775 785. live climate change education should emphasize the Devrne Wright, P., H. Devine-Wright, and P. Fleming, personal connection between the student, energy, 2004: Situational influences upon children's beliefs and climate change using active learning methods. about global warming and energy. fnviron. Fduc. Our results demonstrate that students who com Res., 10, 493 506. pleted a relatively simple action-oriented learning Dove, J., 1996: Student teacher understanding of the activity designed around their ecological footprint greenhouse effect, ozone layer depletion, and acid signifi<.antly improved their understanding of the rain. Environ. Educ. Res., 2, 89 100. connection between personal energy use and global Eshel, G., and P. A. Martin, 2006· Dtet, energ} warmrng. Critics of conventional environmental and global warming. Earth lnteracttolls, 10. educatron propose that curriculum focused solely [Available online at http:Farthlnteractions.org] on science without personal and social connections Fisher, B., 1998a: There's a hole in my greenhouse effect. may not be the most effective educational model for Sell Sci. Rev., 79, 93-99. moving toward social change (Uzzelll999). Our re­ , 1998b: Australian studenb' appreuation of the sults suggest that the EF activity described here is an greenhouse effect and the ozone hole. Aust Set example ofan effective curriculum design that pro­ Teach. f., 44, 46-55. vJdes a pathway for enhancing student understanding Gowda, M. V. R., ). C. Fox, and R. D. Magclky, 1997: and possibly altering student behavior in a manner Students' understanding ofclimate <.hange: lnstghts that promotes deeper learning. for scientists and educators. Bull. A mer. Meteor. Soc., 78, 2232 2240. ACKNOWLEDGMENTS. The authors would like to Groves, F., and A. Pugh, 1999: Elementary pre servrcc thank Steven Marshall and )effOlevson for their assistance teacher perceptions of the greenhouse effect./. s, i in collecting and managing the data used in this study. ECC Educ. Techno/., 8, 75-85. is supported by NSF's Facult) Early Career Development Hillman, H., M. Stanisstreet, and F. Boyes, 1996: Program (CARE.ER), Grant ATM-0449996. Enhancing understanding in student tea<. hers: l"he case ofauto-pollution. f. Educ. Teach., 22, 311-325. 1 Jeffries, H., M. Stanisstreet, and E. Boyes, 2001: ____REFERENCES ___ Knowledge about the 'greenhouse effect': !lave col Andersson, B., and A. Wallin, 2000: Students' lege students improved? Res. Sci. Tech. £due., 19, understanding ofthe greenhouse effect, the societal 205 221. consequences of reducing C02 emissions and the Khalid, T., 2003: Pre-service htgh school teachers' problem ofozone layer depletion. f. Res. Sci. Teach., perceptions of three environmental phenomena. 37, 1096 1111. Environ. Educ. Res., 9, 35-50. Backstrand, K., 2003: Reframing the role of experts, Lester, B. J., L. Ma, 0. Lee, and). Lambert, 2006: Social policy makers and citizens in environmental gov­ activism in elementary science education: A scrcnce, ernance. Global Enviro~1. Policy, 3, 24-41. technology, and society approach to teach global Boyes, E., and M. Stanisstreet, 1997: Children's models warming. Int. f. Sci. Educ., 28, 315 339. ofunderstanding oftwo major global environmental Mason, L., and M. Santi, 1998: Discussing the green issues (ozone layer and greenhouse effect). Res. Sci. house effect: Children's collaborative discourse Tech Fduc., 15, 19-28. reasoning and conceptual change. Environ. Fduc Brody, M., 1994: Student science knowledge related to Res., 4, 67-85. ecological crises. Int. f. Sci. Educ., 16, 24-33. McBean, G. A., and H. G. Hengeveld, 2000: Communi Christrdou, V., V. Koulaidis, and T. 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AMERICAN METEOROLOGICAL SOCIETY JUNE 2ooa BAn~ 1 871 of a universit y- level environmental studies clas s on conceptions of global warming. Int. f. Sci. Fdu L, 19, students' value~. f. Environ . Educ., 35, 19- 34 . 527 551. Mi chail , S., A. G. Stamou, and G. P. Stamou, 2007: Greek Sterman, J. D., and L. B. Sweeney, 2007: Understanding primary school teachers' understanding of current public complacency about climate change: Adults' environmental issues: An exploration of their en­ mental models of climate change violate conserva · vironmental knowledge and image s of nature. Sci. tion ofmatter. Climatic Change, 80, 213 238. Educ., 91, 244 - 259. Uzzell, D. L., 1999: Education for environmental action Moser, S., and L. Dilling, 2004: Making climate hot: in the community: New roles and relationships. Communicating the urgency and challenge of global Cambridge]. Educ., 29, 397-413. climate change. Environment, 46, 32-46. -, 2000 : The psycho -s patial dimension of global Rees, W. E., 2003: Impeding sustainability? The eco­ environmenta l problems. f. Environ. Psycho/., 20, logical footprint of higher education. Plam1. Higher 307-318. Educ., 3 1, 88 - 98. Wackernagel , M., and Coauthors, 2002 : Tracking the Rye,). A., P. A. Rubba, and R. L. Weisenmayer, 1997: An ecological overshoot of the human economy. Proc. investigation of middle school students' alternative Nat/. Acad. Sci. USA , 99, 9266- 927 1.

THE LIFE CYCLES OF EXTRATROPICAL CYCLONES

~ Edited by Mel vyn A. S hapiro and Sigbjern Gmnas

Containing expanded versions of the invited papers presented at the International Symposium on the Life Cycles ofExtratropical Cyclones, held in Bergen, Norway, 27 Junc- 1 Ju ly 1994, this monograph will be of interest to historians of meteorology, researcher , and fo recasters. The symposium coincided with the 75th anniversary of the introduction of Jack Bjerknes's frontal-cyclone mode l presented in his seminal article, "On the Structure ofMoving Cyclones." The monograph's content ranges from a historical overv1ew of extratropical cyclone research and forecasting from the early eighteenth century into the mid-twentieth century, to a presentations and reviews ofcontemporary research on the theory, observations, analysis, d1agnosis, and prediction ofextra tropical cyclones. The material is appropriate for tcachmg courses 111 ad\anced undergraduate and graduate meteorology.

The Lile Cycles ol Extrotropical Cyclone s is available for $75 lis t/ $55 membe rs. Prices include s h ipping and handling. Please send prepaid orders to Orde r Department, Ame rican Meteorological Socie ty, 45 Beacon St., Bos ton, MA 02108·3693 o r call (6 17) 227-2426 ext. 686. ViJa, Mas t e rCard, or Ame rican Expreu a ccepte d .

sn 1 BAm· JUNE 2ooa Copyright of Bulletin of the American Meteorological Society is the property of American Meteorological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However. users may print. download. or email articles for individual use.