Learning About Climate Change Amidst Points of Conflict: An Examination of Assessment Artifacts

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Climate Change: Navigating Conflict, Anger, Trauma, and Moving Toward Hope (Table 6)

Abstract

In a university course on climate change, student learning artifacts and instructor notes were examined to gain an understanding of 1) prior experience learning about climate change, 2) ideological relations to climate change, 3) the stability of views regarding the climate at the course’s end, and 4) any emergent student views toward rectifying the climate crisis. Data analysis yielded the following salient thematic areas; inter-generational tension and climate change, prior education in climate change, stability or change of views regarding climate change, and faith-based interactions with climate change. As an inductive, post-hoc analysis of classroom data, this paper offers new directions in climate change education research while also confirming prior studies’ findings.

Author

• David E. Long, Morehead State University