Open AccessAdding Value to a Field‐Based Course with a Science Communication Module on Local Perceptions of Climate Change
Author(s) -
Patrick Lorelei,
Thompson Seth,
Halbritter Aud H.,
Enquist Brian J.,
Vandvik Vigdis,
Cotner Sehoya
Publication year - 2020
Publication title -
the bulletin of the ecological society of america
Language(s) - English
Resource type - Journals
eISSN - 2327-6096
pISSN - 0012-9623
DOI - 10.1002/bes2.1680
Subject(s) - perception , field (mathematics) , course (navigation) , value (mathematics) , climate change , environmental resource management , engineering ethics , ecology , computer science , public relations , political science , psychology , engineering , environmental science , biology , mathematics , neuroscience , machine learning , pure mathematics , aerospace engineering
Field courses, while generally considered as beneficial for students, are challenging to implement and can lead to strained relationships between local residents and visiting scientists. Thus, it is critical to both maximize the educational value of field courses and help students develop contextualized science communication skills. We report on the development of a science communication module, integrated into an existing field‐based ecology course, which aims to add value to an international field course enrolling students from multiple countries. Specifically, students surveyed local residents about their knowledge and perceptions of climate change, and then discussed their findings.