Engage, don’t preach: Active learning triggers climate action
- Traditional communication of research on climate change fails to encourage individual, corporate, and political leaders to take appropriate action. We argue that this problem is based on an overly simplistic unidirectional model of science communication. Conversely, theory shows that active learning processes are better suited to initiate and mobilize engagement among all stakeholders. Here, we integrate theoretical insights on active learning with empirical evidence from serious gaming: communication should be understood as an integral design feature that relates active learning on climate change to tangible action.
| Author of HS Reutlingen | Kapmeier, Florian |
|---|---|
| DOI: | https://doi.org/10.1016/j.erss.2020.101779 |
| ISSN: | 2214-6296 |
| Erschienen in: | Energy research & social science : ERSS |
| Publisher: | Elsevier |
| Place of publication: | Amsterdam |
| Document Type: | Journal article |
| Language: | English |
| Publication year: | 2020 |
| Tag: | active learning; climate mitigation; decision support; science communication; serious games; sustainability |
| Volume: | 70 |
| Page Number: | 7 |
| First Page: | 1 |
| Last Page: | 7 |
| Article Number: | 101779 |
| DDC classes: | 624 Ingenieurbau und Umwelttechnik |
| Open access?: | Nein |
| Licence (German): |  In Copyright - Urheberrechtlich geschützt |
