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Learning to Use Science to Build Just and Sustainable Futures
Sat, April 11, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 515ASession Type: Structured Poster Session
Abstract
This structured poster session brings together studies examining how learners use science to understand and act on complex socioscientific and sustainability challenges. Across contexts, from climate change and biodiversity to community health and data justice, presenters explore how instruction, assessment, and design can cultivate civic agency, lay scientific competence, and justice-oriented understandings of science. The posters make empirical and conceptual contributions highlighting promising tools like data-driven inquiries, AI-supported designs, community-based learning, and new frameworks for climate and civic agency. Collectively, these projects envision science education as a space where students and teachers learn to use science for worldmaking, connecting evidence, ethics, and action to build more just, sustainable, and participatory futures.
Sub Unit
Chair
Papers
Developing Layperson Scientific Literacy Skills in High School Science Classrooms - Huma Hussain-Abidi, Rutgers University; Clark A. Chinn, Rutgers University; Susan A. Yoon, University of Pennsylvania; Noora Fatima Noushad, University of Pennsylvania; Claire LeBovidge, University of Pennsylvania
From Data to Civic Action: High School Students Investigate Socioscientific Issues through Air Quality Analysis - Jooeun Shim, Teachers College, Columbia University; Susan A. Yoon, University of Pennsylvania
Assessing Students’ Ability to Develop Integrated Explanations of Social Justice Science Issues - Kelly R. Billings, University of California - Berkeley; Weiying Li, University of California - Berkeley; Allison Bradford, University of California - Berkeley; Marcia Linn, University of California - Berkeley
Agency in the Climate Crisis: Reframing Science Education Through a Three-Lens Approach - Giulia Tasquier, University of Bologna; Francesca Pongiglione, University Vita-Salute San Raffaele; Elena Claire Ricci, University of Verona
Designing for Worldmaking in High School Chemistry through Research Practice Partnership - Qiu Zhong, University of California - Irvine; Hosun Kang, University of California - Irvine
Learning Biodiversity, Living Sustainably: CASE Project Impacts on Biodiversity Understanding and Actions - Katherine Joy Nilsen, WestEd; Aaron Soo Ping Chow, WestEd; Sara Salisbury, WestEd; Ashley Iveland, WestEd
Learning Climate Change: An Experimental Study Exploring the Role of Design Activities and Artificial Intelligence - Ibrahim Delen, Usak University; Nisa Nur Karabacak, Bogazici University; Zeynep Gül Dertli, Hacettepe University; Bora Senceylan, Istanbul University; Esra Kahraman, Usak University; Hakan Akcay, Bogazici University; Bahadir Yildiz, Hacettepe University; Gokhan Ince, Istanbul Technical University
The CASE for Community-Centered Science Education - Katherine Joy Nilsen, WestEd; Aaron Soo Ping Chow, WestEd; Sara Salisbury, WestEd; Ashley Iveland, WestEd
Thinking As Engaged Citizens: A Civic Science Approach to Foster Elementary Students’ Informed Civic Decision-Making - wenxiang lu, The Ohio State University; Kevin Fulton, The Ohio State University; Gukyeong Eom, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Li-Ching Hung, National Taiwan Normal University; Michael Glassman, The Ohio State University; Eric M. Anderman, The Ohio State University