K C Busch

Adolescent framings of climate change, psychological distancing, and implications for climate change concern and behavior

CLIMATIC CHANGE.

Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework

Busch, K. C., Kudumu, M., & Park, S. (2022, April 15). RESEARCH IN SCIENCE EDUCATION.

What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?

Gutierrez, K. S., Blanchard, M. R., & Busch, K. C. (2022, January 24). ENVIRONMENTAL EDUCATION RESEARCH.

What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL

Gibson, L. M., Busch, K. C., Stevenson, K. T., Cutts, B. B., DeMattia, E. A., Aguilar, O. M., … Wheaton, M. (2022, April 19). ENVIRONMENTAL EDUCATION RESEARCH.

Intergenerational learning: A recommendation for engaging youth to address marine debris challenges

MARINE POLLUTION BULLETIN.

Textbooks of doubt, tested: the effect of a denialist framing on adolescents' certainty about climate change

Busch, K. C. (2021, July 27). ENVIRONMENTAL EDUCATION RESEARCH.

Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth

JOURNAL OF RESEARCH IN SCIENCE TEACHING.

Broadening epistemologies and methodologies in climate change education research

[Review of ]. ENVIRONMENTAL EDUCATION RESEARCH, 25(6), 955–971.

Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation

AMERICAN EDUCATIONAL RESEARCH JOURNAL.

Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations

SCIENCE EDUCATION, 103(3), 529–560.

Polar Bears or People? Exploring Ways in Which Teachers Frame Climate Change in the Classroom

International Journal of Science Education, Part B, 6(2), 137–165.

Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks

Environmental Education Research, 22(8), 1158–1180.