Teacher and Student Engagement in Politicizing Climate Science and Scientizing Everyday Climate Experiences

• In Event: Project-Based, Problem-Based, and Justice-Based Pedagogies Supporting Science Teaching and Learning

Abstract

This study explores an activity structure designed to support teachers and students in merging the sociopolitical and scientific systems of climate change. We investigate the conjecture that politicizing climate science and scientizing everyday climate experiences re-organizes classroom engagement and supports learning climate science concepts. Student learning outcomes are measured with a pre-post test of conceptual knowledge and show a significant improvement in understanding the mechanisms of the greenhouse effect. Thematic analysis of teacher and student engagement suggests that the practices were accessible and served to center systems-level trans-disciplinary processes as well as personal, local and social relevance of climate change. We contribute an approach to climate change instruction that advances justice-centered science pedagogy.

Authors

• Heather F. Clark, University of California - Los Angeles

• Darlene Tieu

• William A. Sandoval, University of California - Los Angeles