气候变化领域集成服务门户(CCPortal): Contextualizing climate science: applying social learning systems theory to knowledge production; climate services; and use-inspired research

CCPortal

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 G.; Ferguson D.B.; McMahan B.
发表日期	2019
ISSN	0165-0009
起始页码	151
结束页码	170
卷号	157 期号:1
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. © 2019, Springer Nature B.V.
英文关键词	Climate services; Communities of practice; Evaluation; Social learning systems; Use-inspired research
语种	英语
scopus关键词	Application programs; Digital storage; Learning systems; System theory; Climate assessment; Climate services; Communities of Practice; Essential elements; Evaluation; Knowledge production; Social interactions; Transdisciplinarity; Climate change; climate change; data acquisition; data assimilation; knowledge based system; learning; nature-society relations; participatory approach; research work; vulnerability
来源期刊	Climatic Change
文献类型	期刊论文
条目标识符	http://gcip.llas.ac.cn/handle/2XKMVOVA/147378
作者单位	Climate Assessment for the Southwest, Institute of the Environment, University of Arizona, 1064 E. Lowell St., Tucson, AZ 85721-0137, United States
推荐引用方式 GB/T 7714	Owen G.,Ferguson D.B.,McMahan B.. Contextualizing climate science: applying social learning systems theory to knowledge production; climate services; and use-inspired research[J],2019,157(1).
APA	Owen G.,Ferguson D.B.,&McMahan B..(2019).Contextualizing climate science: applying social learning systems theory to knowledge production; climate services; and use-inspired research.Climatic Change,157(1).
MLA	Owen G.,et al."Contextualizing climate science: applying social learning systems theory to knowledge production; climate services; and use-inspired research".Climatic Change 157.1(2019).