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Currently, many studies are already available on people's theoretical knowledge about climate change. The results of some of these studies show the existence of serious confusion regarding certain phenomena and basic concepts of great importance, even despite the fact that, in recent years, the problem regarding climate change has become increasingly relevant in different media, and it is also present in school curricula as a fundamental part of Education for Sustainability. Some of these confusions constitute true alternative ideas. This paper first analyses the incidence and strength of five of these ideas in students of Compulsory Secondary Education (CSE) and in various groups of teachers in training. Then, a didactic proposal is made to achieve change in one of those ideas, which involves various concepts and principles of Physics. [ABSTRACT FROM AUTHOR]

In this paper, three case studies are analyzed in Uruguay at the basin level, to identify the factors that favor the flood phenomenon. Transformations in land use and eventually climate change are considered. Over a 30-year period, land use modifications were evaluated using a Geographic Information System, and the variability of rainfall and river levels was analyzed. The three basins show completely different behavior from their land use change, and show increasing trends in rainfall over the period analyzed. It is evident that land use change is one of the most influential factors in the increase of flooding in urban areas. These transformations are mostly related to the exploitation of soil for the generation of commodities for export and generate modifications in the agrarian territories in Uruguay. [ABSTRACT FROM AUTHOR]