Global S&T Development Trend Analysis Platform of Resources and Environment
DOI | 10.1007/s10584-019-02466-x |
Contextualizing climate science: applying social learning systems theory to knowledge production, climate services, and use-inspired research | |
Owen, Gigi; Ferguson, Daniel B.; McMahan, Ben | |
2019-11-01 | |
发表期刊 | CLIMATIC CHANGE |
ISSN | 0165-0009 |
EISSN | 1573-1480 |
出版年 | 2019 |
卷号 | 157期号:1页码:151-170 |
文章类型 | Article |
语种 | 英语 |
国家 | USA |
英文摘要 | Scientists need to acknowledge the inherent social contexts that drive the scientific process if they want their research to improve complex societal problems such as vulnerability to climate change. Social interactions and relationships are essential elements for conducting use-inspired research, creating usable knowledge, and providing climate services. The Climate Assessment for the Southwest (CLIMAS) program was founded on theories of use-inspired research and co-producing knowledge with non-academic partners. A recent program evaluation illuminated gaps in these underlying program models and led to the inclusion of social learning systems theory and communities of practice. Using grounded examples, we demonstrate the CLIMAS program's ongoing role in fostering, maintaining, and expanding a climate resilience social learning system in the U.S. Southwest. Broader implications from the evaluation focus on the importance of establishing and maintaining relationships, increasing institutional and individual flexibility in response to change, and improving the practice of transdisciplinarity. These findings inform new program evaluation metrics and data collection techniques. This paper contributes to current theory and practice of use-inspired science and climate services by identifying and demonstrating how social interactions inform climate knowledge production. The reconceptualization of the CLIMAS program as part of a growing regional social learning system serves as an example for similar types of programs. We encourage climate services and use-inspired research programs to explore applications of this framework to their own operations. |
英文关键词 | Social learning systems Communities of practice Climate services Use-inspired research Evaluation |
领域 | 气候变化 |
收录类别 | SCI-E ; SSCI |
WOS记录号 | WOS:000505168400010 |
WOS关键词 | RESILIENCE ; ADAPTATION ; POLICY ; ORGANIZATIONS ; VULNERABILITY ; COPRODUCTION ; INFORMATION ; USABILITY ; FORECASTS ; RESPONSES |
WOS类目 | Environmental Sciences ; Meteorology & Atmospheric Sciences |
WOS研究方向 | Environmental Sciences & Ecology ; Meteorology & Atmospheric Sciences |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://119.78.100.173/C666/handle/2XK7JSWQ/224340 |
专题 | 环境与发展全球科技态势 |
作者单位 | Univ Arizona, Inst Environm, Climate Assessment Southwest, 1064 E Lowell St, Tucson, AZ 85721 USA |
推荐引用方式 GB/T 7714 | Owen, Gigi,Ferguson, Daniel B.,McMahan, Ben. Contextualizing climate science: applying social learning systems theory to knowledge production, climate services, and use-inspired research[J]. CLIMATIC CHANGE,2019,157(1):151-170. |
APA | Owen, Gigi,Ferguson, Daniel B.,&McMahan, Ben.(2019).Contextualizing climate science: applying social learning systems theory to knowledge production, climate services, and use-inspired research.CLIMATIC CHANGE,157(1),151-170. |
MLA | Owen, Gigi,et al."Contextualizing climate science: applying social learning systems theory to knowledge production, climate services, and use-inspired research".CLIMATIC CHANGE 157.1(2019):151-170. |
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