Emotions for Social Change: Fostering Critical Emotional Awareness During Climate Learning

• In Event: Personal / Emotional Relevance in Student Science Learning

Abstract

Inspired by critical emotional awareness in environmental justice education, this study explored how emotion and cognition entangled after a series of Community Science Data Talks. Analyzing a case study of middle school students, we explored pre/post-coping strategies, final projects, and small-group conversations. Findings reveal: (1)Students experienced transformative noticing, re-seeing aspects of urban ecology; (2)Artistic expression served as a conduit for emotion-cognition integration; (3)Students’ coping strategies evolved from emotion-focused to more constructive meaning- and problem-focused coping; and (4)Students cognitions and emotions intertwined towards constructive hope and critical civic empathy for their own and other communities. This underscores the importance of integrating CEA in STEM learning opportunities to promote emotional resilience, civic responsibility, and sustainable action in addressing climate justice.

Authors

• Imogen Herrick, University of Kansas

• Michael A. Lawson, Kansas State University