'First, the non-climatic effects of carbon dioxide are dominant over the climatic effects and are overwhelmingly beneficial. Second, the climatic effects observed in the real world are much less damaging than the effects predicted by the climate models, and have also been frequently beneficial.'
in Foreword to http://www.thegwpf.org/content/uploads/2015/10/benefits1.pdf
Thursday, 3 June 2010
Children frightened or anxious about climate
1. Examples of children being frightened about climate
2. Examples of children being fed misleading information about climate
Here is an example relevant to the first of these.
In 2008, an initiative called 'The Climate Change Schools Project' was launched in the North East of England, through one of the many 'Science Learning Centres' in that country.
The website for it is here: https://www.sciencelearningcentres.org.uk/centres/north-east/climate-change-schools-project/introduction.
They describe themselves as follows:
‘The Project aims to put climate change at the heart of the national curriculum via an organic and pioneering network of ‘Climate Change Lead School’ who build climate change understanding and positive action from the ground-up. Visionary schools and teachers are at the core of this approach, though the focus of the Project is on young people – helping them to achieve a better understanding of the nuts and bolts of climate change science, as well as to discover solutions and explore how to positively adapt to the challenges brought by climatic changes over the coming decades.’
In July 2009, they published a progress report on their work to date. This included the following statements:
‘Significant (positive) shifts in responses to four of the attitudinal statements were observed for Year 5 students, that were not observed in the control group. At the second stage, Year 8 students were more likely to accept the idea that climate change is a risk to them and that it will kill plants and animals.
‘There was a subset of younger students who became quite anxious about climate change, and some with worrying misconceptions about the world ending. This appeared to be prevalent in certain classes rather than across the board and is likely to have been influenced by a range of factors within and outside the project. This did not appear to be an issue at Key Stage 3. ‘
The report is available for download at the website given above. The report is also available here: http://www.lauragrantassociates.co.uk/Resources/Resources/45/CCSP_evaluation_final_report_July09.pdf
Hat tip: http://bishophill.squarespace.com/blog/2010/3/26/climate-change-in-schools.html