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This work was developed as partof the RESCLIMA project(2012 –present) The projectinvestigatedtherelationship between science and common culture in social representations of climate change. Itcontributesto education and communication on climate risksandexplores the complex logic that lies inthe construction of climate changeknowledgeand the role that scientific culture plays in this process. RESCLIMA attends tothe need to expand knowledge on "social factors" of climate change and its application in designingpolicies, programs and educational and communicative resources on socio-environmental problemsand on the environmental crisis in general.The 'social factor,'that is, the way thatpeopleperceive and valueclimate changeinformation, is crucial to taking responsible actions. On the one hand, it putspressure on decision-makers to adopt more forceful response policies. On the otherhand, it influences our own personal disposition to accept and adopt significant changes in everyday life, such as those connected withafossil fuels-based energy model. This project is financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union.

This work was developed as partof the RESCLIMA project(2012 –present) The projectinvestigatedtherelationship between science and common culture in social representations of climate change. Itcontributesto education and communication on climate risksandexplores the complex logic that lies inthe construction of climate changeknowledgeand the role that scientific culture plays in this process. RESCLIMA attends tothe need to expand knowledge on "social factors" of climate change and its application in designingpolicies, programs and educational and communicative resources on socio-environmental problemsand on the environmental crisis in general.The 'social factor,'that is, the way thatpeopleperceive and valueclimate changeinformation, is crucial to taking responsible actions. On the one hand, it putspressure on decision-makers to adopt more forceful response policies. On the otherhand, it influences our own personal disposition to accept and adopt significant changes in everyday life, such as those connected withafossil fuels-based energy model. This project is financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union.

Trabajo enmarcado dentro del proyecto Resclima: respuestas educativas y sociales al cambio climático ; College students are a sector of the population that is called to play a fundamental role in the future societies. This responsibility with and for society cannot obviate humanity's main challenge nowadays, the anthropogenic climate change. To this end, it is necessary to understand the climatic problem in all its dimensions, in order to propose and accept strategies and measures of adaptation and mitigation. In this paper we present a research on college students of the Universidade de Santiago de Compostela (N = 644). A closed end questionnaire was used to explore college students´ climate literacy level. Outcomes were compared according to academic discipline and year course. There were statistically significant differences in the distributions of responses (ANOVA) between areas of knowledge and of university degree fields. Nevertheless, in the case of comparing 1st year students with 4th year students there is not statistical significance. Outcomes suggest that most of the information with which college students build their representation of climate change comes from their stage in secondary education and experiences out of the educational system ; This work was developed in the framework of the Resclima project, financed by the Ministry of Economy and Competitiveness of the Government of Spain (ref. EDU2015-63572-P) and with ERDF funds from the European Union ; SI

Impacts of climate change are increasingly felt in our daily lives. Although scepticism is still found among certain social groups, most lay discourses show awareness of the current environmental challenges. In order to move forward and develop action plans to mitigate and adapt to climate change, young people are an important voice to be heard. This research article tackles questions pertaining to the relation between climate change communication, education and social perception of science, exploring social and cultural representations of climate change through the discourses of young people. Fieldwork involved eight focus groups conducted in Brazil, Mexico, Portugal and Spain with a total of 50 higher education students of Experimental/Natural Sciences and Engineering, and of Social Sciences and Humanities. Discussions were organized around 16 images referring to the causes, consequences and responses to climate change. Without significant differences between knowledge areas or countries, findings point to awareness of multiple types of responses to climate change, even though students' analyses were more grounded on common culture than on solid scientific evidence and language. Adaptation strategies were more rarely mentioned than mitigation actions. A strong emphasis was put on barriers to response implementation. Moderate optimism regarding some possible responses was impaired by distrust regarding the political and economic systems leading to calls for transformation at multiple levels. ; MINECO -Ministerio de Economía y Competitividad(EDU2012-33456) ...