Authors: Amber Williams*, West Virginia University
Topics: Geography Education, Climatology and Meteorology
Keywords: Climate, Education
Session Type: Paper
Start / End Time: 12:40 PM / 2:20 PM
Room: Napoleon B3, Sheraton 3rd Floor
Presentation File: No File Uploaded
Climate science literacy is an important facet of understanding how undergraduate college students comprehend climate science. This research, conducted at West Virginia University, examines the importance of climate data accessibility and programs' usability as a possible source to reduce an already prominent knowledge gap in climate science literacy. This study conducted interviews on data accessibility and surveys on programs’ usability. The objective of this research is to address the knowledge gap in climate science literacy by having participants access climate datasets and explain their procedure, and conducting focus group surveys to examine programs that use climate datasets. This research employs a mixed methods exploratory design to address both a qualitative and a quantitative question. To evaluate the qualitative question, data accessibility, think aloud methods and spatial narratives are used. To evaluate the quantitative question, programs’ usability, face to face interview methods and paper based survey methods are used. I expect that participants will have difficulty both finding a dataset and using some of the programs that climate scientists utilize. Identifying these difficulties will provide a possible way to enhance climate science literacy for undergraduate college students.