Transforming Disciplinary Engagement Through Sociopolitically Gapless Explanations of Climate Change

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Sociopolitical Lens to Climate Change Education and Implications for Action

Abstract

This study presents a climate change storyline that aimed to support students in developing a socio-politically gapless explanation of the human-altered greenhouse effect. Thematic analysis of students’ classroom artifacts explores how participation in this designed learning environment supported two outcomes: transformed disciplinary engagement and increased concern about the threat of climate change as measured with the Six Americas Survey. Disciplinary engagement was evaluated using the Connective and Productive Disciplinary Engagement Framework to code and interpret data. Results show a significant increase in students’ climate concern. Students frequently engaged in problematizing climate change by questioning climate consequence and solutions and drew on historicity and identity as sensemaking resources. 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