| Title | Communicating Arctic science in the classroom - taking the time to listen and learn |
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| Author | Lizotte, M; Whalen, D |
| Source | Arctic Change 2020 Conference book of abstracts/Compilation de résumés pour la Conférence Arctic; by ArcticNet; Arctic Science vol. 7, no. 1, 2021 p. 45-46, https://doi.org/10.1139/as-2021-0001  Open Access |
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| Year | 2021 |
| Alt Series | Natural Resources Canada, Contribution Series 20200762 |
| Publisher | Canadian Science Publishing |
| Meeting | Arctic Change 2020 Conference; December 7-10, 2020 |
| Document | serial |
| Lang. | English |
| Media | paper; on-line; digital |
| File format | pdf |
| Subjects | Science and Technology; Nature and Environment; Education and Training; Information and Communications; climate effects; climate, arctic; climate; Arctic; Northern Canada; Community relations; Knowledge
transfer; Youth; Climate change; Learning |
| Program | Climate Change Geoscience Coastal Infrastructure |
| Released | 2021 03 15 |
| Abstract | As scientists working in the North, we have all developed a keen sense of the need for consultation and full project engagement with Northern communities. This on-going feedback is fundamental to ensure
that our scientific work is properly aligned with the concerns of those living in the North. Meetings with Hunters and Trappers Organizations, Hamlet Councils, community members, and elders often provide the basis for project design, implementation,
and delivery. However, a key ingredient to any project is the engagement of youth. The excitement and enthusiasm of the youth often inspire us to think outside of the box to deliver our science in a meaningful way to them. Although classroom visits
are designed to be interactive and fun, there is always a push to help the kids to better grasp the scientific concepts we are studying. In the end, however, it is often us who come away with an enlightenment and the feeling of being much more
informed. This past March 2020, just days prior to a worldwide pandemic-related shut down, we had the pleasure of participating in a consultation tour of four communities in the Inuvialuit Settlement Region. This talk will focus on one particular
element of the tour: the time spent 'listening and learning' from the youth. In the North, climate change drives environmental alterations that are so rapid that, even in their short lifetime, children are able to use their keen observation skills
and inquisitive nature to witness and discover things for themselves. The ability for children to communicate their own observations of changes happening all around them with such passion and knowledge often left us awestruck. This talk aspires to
convey the importance of mutuality in learning, a practice crucial to the delivery of a scientific message that is more appealing to younger generations. |
| Summary | (Plain Language Summary, not published)
As scientists working in the North, we have all developed a keen sense of the need for consultation and full project engagement with Northern
communities. This feedback is fundamental to ensure that our scientific work is properly aligned with the concerns of those living in the North. In the North, climate change drives environmental alterations that are so rapid that, even in their short
lifetime, children are able to use their keen observation skills and inquisitive nature to witness and discover things for themselves. This work aspires to convey the importance of mutuality in learning in and outside of the classroom. |
| GEOSCAN ID | 328143 |
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