Climate Change Science Research Articles

Finally, some hope. Communicating systemic aspects of climate‐change mitigation

AbstractClimate communication, including from museums, often advocates individual lifestyle changes, and while these are necessary, the biggest emissions reductions will come from the systemic transition to renewable energy sources. The importance of this systemic change and its attainability has been under‐communicated in the public discourse, although bodies like the Intergovernmental Panel on Climate Change have increased their focus on it. We tested a message focusing on systemic aspects and actions that individuals can do to accelerate the renewable energy transition against a message advocating lifestyle change and a neutral message on the science of climate change. The neutral message elicited the highest levels of negative emotions, whereas the systemic message elicited higher levels of hope. These higher hope levels mediated increased behavioral intentions for doing the suggested system‐aimed actions and for making lifestyle changes. Our results suggest that museums and climate communicators should prominently feature systemic aspects of climate change mitigation.

Exploring the role of national weather services in climate change knowledge and communication: an international survey

This study investigates the roles, perspectives, and communication strategies of National Meteorological Services (NMS) concerning climate monitoring, climate change projections, and the attribution of meteorological phenomena to climate variations. Using a survey distributed to 131 of the 193 National Meteorological Services affiliated with the World Meteorological Organization, we explore how these entities contribute to and communicate about the science of climate change. The survey targeted their involvement in observing and recording climate data, making climate projections, attributing specific weather events to climate change, and their methods of communicating these issues to the public and government officials. Responses were received from 44 countries, reflecting diverse levels of economic development and capabilities in handling, and disseminating complex climate information. The results show a strong engagement in traditional meteorological tasks, with a varied approach to the scientific study of climate change effects and public communication strategies. This study highlights the critical role of NMS in climate change research and underscores the challenges they face in effectively communicating complex climate information, which is crucial for public understanding and policymaking.

Shifting Baselines: Visualizing Climate Change in America’s National Parks

This visual essay highlights four national parks where the impacts of climate change are well-documented and visually compelling (Everglades, Mesa Verde, Joshua Tree, and Mount Rainier). In drawing attention to these visible climate impacts and effectively interpreting the changes in situ, the park service can play a key role in clarifying the issue of climate change for the American public. Park managers and other park professionals have undoubtedly identified locations in their own management units offering similar opportunities to engage visitors in the science of climate change (either through on-site signage or ranger-led programs). The photographs comprising this visual essay, taken over eight weeks of fieldwork from 2017 to 2024, are intended to spark ideas and move the conversation forward.

Thoreau's Contributions to Climate Change Science

Thoreau's Contributions to Climate Change Science

Mapping the Future of Migration and Climate Change Science

The scholarship on migration and climate change has been rapidly developed over recent decades, moving away from apocalyptic predictions of mass displacement toward more nuanced modeling of the complex relationships between climate change and migration. Unfortunately, much of that development has happened in parallel to the core of migration studies and thus our prevailing migration theories do not reflect these emerging studies of climate and migration. Our objectives for this article are to describe the general theoretical assertions made in the climate change-migration literature and propose a theoretical framework for guiding empirical investigations into the ways that climate change drives human migration, identifying the mediating variables that more directly shape migration and integrating multiple levels of analyses. We provide an example of how our theoretical framework can be used to design an analytic strategy and conclude by suggesting how future research can use this conceptual model to move toward a cohesive theory of climate-related migration and resulting policy responses.

Chilly Reception: A Content Analysis of Comments on a Reformed Climate Skeptic’s Confession

While analyses of climate change news stories have documented how climate science practitioners and communicators convey knowledge, how audiences receive stories documenting an author’s changed perspective on climate change science is virtually unexplored. This preliminary study qualitatively investigates the content of comments on a New York Times column documenting its author’s conversion from climate change agnostic to acknowledger. Findings suggest this conversion’s reception tends cold—commenters express disapproval of the author’s free-market-solution approach and criticize his tardiness in acknowledging climate change science.

Exploring climate change discourses on the internet: a topic modeling study across ten years

This study examines online discourses about climate change using automated text analysis. Samples of web contributions from various sources, such as blogs, online newspaper articles, readers’ comments, tweets, and others, were collected in 2013, 2019, and 2023. The major themes people talk about when discussing climate change on the internet were identified using structural topic modeling. The study also explored how people discuss climate change differently when using different types of media channels and how the main themes change over time. Six major topics were identified for each point in time; associations between topics and media types were examined. Three topics emerged repeatedly: Dispute over the reality and the implications of climate change, discussions about aspects of the science of climate change, and discussions about causes and consequences of global warming such as sea level rise. In 2019 and 2023, the topic of action (what to do) and the topic of looming disaster showed up repeatedly. Topics limited to one specific corpus were policy discussions, debates about emissions, about renewable energies, about agricultural implications, and expressions of despair. The topical structure could be organized in two general groups, one group containing more science-related topics, and another group containing expressions of dispute, disagreement, and affect. A significant correspondence between media type and prevalent topic could be detected. Media such as Twitter/X and comments are dominated by dispute and despair expressions, whereas media such as blogs and journalistic online articles are primarily concerned with scientific topics in general, as well as with specific topics concerning global warming or renewable energies. In sum, we found noteworthy topical invariances across ten years, and systematic correspondences between topics and media types. The study contributes to the understanding of online discourses about climate change and highlights the role of media type in shaping these discourses.

The Problem of Teaching the Science of Climate Change

This article discusses how to teach the science of climate change as a call for introducing critical thinking in science teacher education programs and professional development. It can be argued that to get a science student to develop his/her critical thinking skills to think outside the box, teachers must work to overcome the student's and their own dogmatic beliefs, hardened biases, and motivated and/or distorted reasoning. The article shows how teacher education programs and professional development providers should change their methods and strategies by providing a framework to overcome the key elements of the problem of teaching the science of climate change, and by providing some high-quality resources to teach this topic with practical ideas made available for teachers at all levels.

Mikä aiheuttaa ilmastonmuutoksen?

This article discusses the transformation of climate change science from scientific knowledge to Finnish upper secondary school geography curricula and textbooks from 1985 to 2023. Scientific knowledge transforms into teachable knowledge through the transformation process at the societal, institutional, and classroom levels. In our analysis, we apply the idea of powerful knowledge and use three levels of geographical powerful knowledge, including geographical knowledge, critical and conceptual knowledge, and propensity to imagine alternative futures. The research material consists of five framework curricula from 1985 to 2019 and a total of thirteen upper secondary school geography textbooks that are based on the curricula. Our findings suggest that climate science knowledge has transformed slowly into societal curricula. However, in textbooks, scientific knowledge has transformed more rapidly. According to our results, the transformation may not necessarily occur linearly, first at the societal level and finally in classrooms.

Planetary Health and Mental Health Nexus: Least Understood and Embraced in Policy Decisions.

Planetary health influences mental health and a better management of climate, biodiversity and pollution has co-benefits of improving mental health outcomes. The recognition and treatment of mental health, however, has been marginalized within environmental and climate change sciences and a greater understanding of the complex underlying processes and societal costs is required to appropriately manage and motivate policy responses. The paper provides seven recommendations underscoring that public policy developers and implementors need to be aware of the combined costs of inaction - that might accrue from neglecting mental health and environmental sciences- two areas that have been historically marginalized. Improved methodologies in conducting studies on the nature and mental health nexus are needed. The trajectories and models of adaptation and mitigation of climate change and environmental damage can be strengthened through adoption of mental and behavioral sciences approach.

An Investigation of the Carbon Emissions and Climate Change Awareness from the Artisanal and Small-scale Gold Mining (ASGM) sector in Guyana: The Case of Mahdia

Mineral extractive industries are becoming increasingly relevant in climate change science and policy. Guyana’s economic policy, the Low Carbon Development Strategy, seeks to align sectors of the economy along a low carbon emission trajectory. Although the artisanal and small-scale gold mining (ASGM) sector is economically important, it is a known emissions-intensive sector that contributes to deforestation and direct operational emissions. This study sought to increase understanding of direct operational emissions by investigating carbon emissions associated with fuel combustion in ASGM. Further, the study investigated miners’ awareness of carbon emissions and willingness to reduce emissions; thus providing context for policymakers to advance measures aimed at reducing carbon emissions in the ASGM sector. The research methods used were qualitative document analysis, questionnaire-survey, and interviews. It was found that the average carbon dioxide emission per volume of earth moved from a sample of ASGM operations in Mahdia per quarter was 4.69 x 10-6 MtCO2e/m3. Miners were generally unaware of their carbon footprint and its link to mining, climate change, and the Low Carbon Development Strategy. This knowledge gap was accompanied by negative attitudes. 79% of miners indicated there was no need to reduce their carbon footprint, and 85% of miners were unwilling to change their usual practices. Recommendations to advance and integrate the sector within the Low Carbon Development Strategy framework were explored within the themes of: regulation and management; fiscal measures; technology; and education and awareness.

Homogeneity Detection and Adjustment of Sea Surface Salinity along the Coast of the Northern South China Sea

In this study, we applied the penalized maximum F test (PMF) method in the Relative Homogenization test V4 (RHtestV4) package without reference series to improve the reliability of monthly mean long-term sea surface salinity (SSS) data. The data were obtained from six coastal hydrological stations along the coast of the northern SCS, spanning from January 1960 to December 2018. Based on the detailed metadata, taking the influence of regional climate change factors into full account, the inhomogeneity of these SSS data was detected and adjusted. The findings indicate that all six coastal hydrological stations exhibited breakpoints, and among them, 22 breakpoints were identified in total, which were the causes of inhomogeneity in the monthly SSS time series. The primary factors contributing to these breakpoints were human-related and, specifically, related to changes in instruments. The average adjustment of monthly quantile matching (QM) of the salinity series ranged from around −4.25 to 3.33‰. The quality of the adjusted annual mean SSS time series was greatly improved. Notably, the annual mean SSS of the NZU and ZPO coastal hydrological stations in Guangdong Province exhibited a significant downward trend, indicating a trend of seawater freshening. Conversely, the WZU, BHI, HKO and QLN coastal hydrological stations in the Guangxi and Hainan coastal areas displayed an upward trend in SSS. This study fills the gap in current research on inhomogeneity detection and adjustment of SSS along the coast of the northern SCS. It also provides reliable and accurate first-hand information for research on climate change and marine science along the coast of the northern SCS.

An Analysis of K–12 Climate Change Science Standards in the United States

Abstract To produce a climate-literate society willing to take action, students must be educated on the causes, changes, impacts, and solutions of climate change. One way to ensure students are educated on climate change is to have robust science standards. However, little is known about the collective climate change standards in the United States. Therefore, the purpose of this study is to conduct an analysis of the U.S. K–12 science standards to uncover where the climate change standards are located in different grade levels and the extent to which the collective U.S. curriculum covers topics of climate change. This study was a qualitative content analysis of the U.S. K–12 climate change standards. The results show that most U.S. climate change standards are found within the high school grade levels and Earth and space science domains. All U.S. states address topics of climate change within their standards; however, general mentions of climate change were cited most often. Finally, the majority of states address both natural and anthropogenic causes of climate change. Implications for policymakers and educators are included.

Improvement of attitudes and skills using a MOOC about the basic science of climate change

Education needs to be at the forefront of the efforts to mitigate and adapt to Climate Change (CC) effects. We have introduced the Climate Change Competence (C3) to provide a comprehensive route to include the topics of sustainability and CC into the curriculum. This paper analyses how different primary and secondary teachers can improve this competence using a Massive Online Open Course (MOOC) on the basic science of CC. While the improvement in knowledge is expected, we have observed important advances on abilities, and attitudes on CC which are also essential to teach about CC mitigation and adaptation. The present study used a pre-experimental design, with pre-and post-test measurements with a sample of 530 students. While the MOOC focuses on the Science of CC, the participants also advance in attitudes and abilities, revealing an important correlation between these three dimensions of competence. Also, the study reveals that the MOOC improves the C3 in all the participants, but it does in diverse ways for diverse groups.

Conservative Worldviews and the Climate Publics of New Zealand and Australia

Abstract Public opinion on climate change is complex, comprising aspects such as belief, support for policies, and issue salience. This multidimensional nature of climate opinion can be accounted for by identifying “publics,” each comprising people with similar climate attitudes. Climate opinion has also been found to relate strongly to political worldviews, with people holding conservative attitudes tending to have low levels of engagement with climate change. However, few studies have investigated how political worldviews relate to membership of climate publics. The current study therefore identifies climate publics in New Zealand and Australia and investigates how they relate to economic and social aspects of conservative worldviews. Using an original online survey, I find no clear link between economic conservatism and membership of climate publics. Social conservatives, however, are more likely to be members of publics with low levels of climate engagement and of “middle” publics, which accept the science of climate change but are “lukewarm” on climate action. Climate opinion appears to be more polarized in Australia than New Zealand. These results provide insight into the worldviews of people in the “mainstream” of climate opinion and suggest that only a minority of the public are demanding ambitious climate action.

Climate change competencies from perspective of Finnish youth

ABSTRACT Climate change (CC) is causing distress and worry in today's young people, who are inheriting CC-related problems from previous generations. To equip young people with the necessary CC mitigation and adaptation skills, we need a detailed description of CC competencies. A framework of CC competencies describes sets of knowledge, skills, values and attitudes required to tackle climate change. Young people are the next generation of leaders, and it is particularly important to listen to their hopes and demands. To create a CC competency framework from the perspective of Finnish young people, we surveyed 43 young respondents using an open-ended questionnaire. All respondents were participants in a climate change summit for young people. Based on the responses, we compiled a framework of six climate change competencies: CC systems thinking, CC science orientation, CC leadership, CC justice and collaboration, CC implementation and CC well-being. The results provide insight into the qualities that were emphasized by the young people, such as urgency of action, the need for solidarity and science-based knowledge. We conclude that this framework can serve as an opening for a discussion on climate change competencies, which can eventually be utilized as a basis for learning outcomes in CC education.

New Jersey Leaves No Bite Behind: A Climate Change and Food Waste Curriculum Intervention for Adolescents in the United States.

Food waste is a major contributor to climate change. Schools offer a unique opportunity to educate on this issue while also reducing food waste generation; however, few climate-change education curricula that include a food waste component have been developed and tested with fidelity. Thus, the purpose of this cluster randomized controlled study was to assess the effectiveness of a climate change and food waste education program called NJ Leaves No Bite Behind (NJLNBB) among fifth-grade students. Lessons on food waste and sustainable food behaviors were developed that aligned with NJ Student Learning Standards for Climate Change and Next-Generation Science Standards. Participants (n = 162) completed pre- and post-test surveys that assessed knowledge, attitudes, self-efficacy, and behaviors. Post-test, the experimental group (n = 102) had significantly (p < 0.05) higher mean scores in knowledge, social norms, behavioral intentions, and perceived behavioral control compared to the control group (n = 60), with medium effect sizes, as determined by partial eta-squared. There were no significant between-group differences in mean score attitudes, self-efficacy, motivation to comply, or climate-friendly behaviors post-test. Almost three-quarters of participants who received the program agreed or strongly agreed the lessons were fun (75.5%), liked the card games (72.5), and learned a lot (78.4%). These findings are promising in terms of teaching adolescents the impacts of food waste on the climate.

The Franklin Stove: Modern Materiality, Made in Pennsylvania

Abstract: From 1738 to 1784, Benjamin Franklin invented five stoves that were designed to consume fuel more efficiently, preserving resources during a climate crisis, specifically the Little Ice Age. Franklin's response to bad winter weather generated not only cast-iron technology but also a science of climate change. His long-term project shows that the material contours of early America, often treated as background, can (and should) be pulled into the foreground to reveal the emergence of modern materiality. Consumerism, resource depletion, industrialization, climate change, fossil fuel dependence, and the unjust division of wealth have been functionally connected since the eighteenth century, but when, why, and how they were linked remain important for early Americanists to decipher. Franklin's stove project reveals, for example, an early history of consumer choices in the Global North being made to seem enlightened, by conserving natural resources, even as they were retrograde, using enslaved labor and appropriated Native land. In Pennsylvania, these conditions generated the United States' first industrialized economy, born during a climate crisis and responsible, in part, for generating our current crisis, a legacy from early America that should be acknowledged—and studied—as being at least as revolutionary as the American Revolution.

Climate change science is evolving toward adaptation and mitigation solutions

AbstractSynthesizing the extensive and ever‐growing climate change literature is becoming increasingly challenging using conventional review processes, yet is crucial to understand key trends, including knowledge and policy related gaps, managing widespread impacts, and prioritizing future efforts. Here, we employ a systematic approach to interrogate ~130,000 international peer‐reviewed climate change articles published between 1990 and 2021. We examine the time–space evolution of research topics and international collaborations, providing insights into broad scale climate change research themes, how they are developed and/or are interconnected. Our analyses indicate that significant thematic adjustments have occurred over the past three decades. Whilst all major areas of climate research have grown in output metrics, there has been a relative shift from understanding the physical science basis toward evaluating climate change impacts, adaptation, and mitigation. There has also been a significant internationalization of climate research with the ratio of international over domestic research increasing from 0.05 in 1990 to nearly 0.60 in 2021. These findings reveal a growing need for collective and coupled adaptation‐mitigation actions to address climate change. The repeatable method and overall results presented herein can help to complement existing large‐scale literature assessments, such as future IPCC reports.This article is categorized under: Climate, History, Society, Culture &gt; Disciplinary Perspectives Integrated Assessment of Climate Change &gt; Methods of Integrated Assessment of Climate Change

A systematic review of climate change science relevant to Australian design flood estimation

Abstract. In response to flood risk, design flood estimation is a cornerstone of planning, infrastructure design, setting of insurance premiums, and emergency response planning. Under stationary assumptions, flood guidance and the methods used in design flood estimation are firmly established in practice and mature in their theoretical foundations, but under climate change, guidance is still in its infancy. Human-caused climate change is influencing factors that contribute to flood risk such as rainfall extremes and soil moisture, and there is a need for updated flood guidance. However, a barrier to updating flood guidance is the translation of the science into practical application. For example, most science pertaining to historical changes to flood risk focuses on examining trends in annual maximum flood events or the application of non-stationary flood frequency analysis. Although this science is valuable, in practice, design flood estimation focuses on exceedance probabilities much rarer than annual maximum events, such as the 1 % annual exceedance probability event or even rarer, using rainfall-based procedures, at locations where there are few to no observations of streamflow. Here, we perform a systematic review to summarize the state-of-the-art understanding of the impact of climate change on design flood estimation in the Australian context, while also drawing on international literature. In addition, a meta-analysis, whereby results from multiple studies are combined, is conducted for extreme rainfall to provide quantitative estimates of possible future changes. This information is described in the context of contemporary design flood estimation practice to facilitate the inclusion of climate science into design flood estimation practice.