@article{busch_ayala chavez_2022, title={Adolescent framings of climate change, psychological distancing, and implications for climate change concern and behavior}, volume={171}, ISSN={["1573-1480"]}, DOI={10.1007/s10584-022-03349-4}, number={3-4}, journal={CLIMATIC CHANGE}, author={Busch, K. C. and Ayala Chavez, Regina}, year={2022}, month={Apr} }
 @article{lombardi_busch_2022, title={Call for papers: Special issue: Learning and teaching in times of science denial and disinformation}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21813}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Lombardi, Doug and Busch, K. C.}, year={2022}, month={Sep} }
 @article{busch_kudumu_park_2022, title={Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework}, volume={4}, ISSN={0157-244X 1573-1898}, url={http://dx.doi.org/10.1007/s11165-022-10055-9}, DOI={10.1007/s11165-022-10055-9}, journal={Research in Science Education}, publisher={Springer Science and Business Media LLC}, author={Busch, K.C. and Kudumu, Mwenda and Park, Soonhye}, year={2022}, month={Apr} }
 @article{gutierrez_blanchard_busch_2022, title={What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?}, volume={1}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2022.2032611}, abstractNote={This study investigated the experiences of rural, underserved middle school students in afterschool clubs. Culturally relevant climate change education strategies were used to enhance students’ climate change literacy. We investigated changes in students’ climate change literacy, perceptions of strategies used, and what they valued about the clubs by analyzing a pre-post survey (N = 97) and structured written reflections (N = 113). A new integrative framework brought together climate change education design elements to promote culturally relevant programming in an afterschool setting. The effective climate change education strategies and Expectancy-Value Theory (EVT) guided data analyses. Overall, students demonstrated significant growth in climate literacy; beliefs, attitudes, and subjective knowledge did not increase significantly. Students’ reflections indicated some climate change strategies resonated more than others. Analyses using EVT found that students’ interest/enjoyment and identity were most often described, followed by self-efficacy and expectations for success with club tasks. Implications for practice are shared.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Gutierrez, Kristie S. and Blanchard, Margaret R. and Busch, K. C.}, year={2022}, month={Jan} }
 @article{gibson_busch_stevenson_cutts_demattia_aguilar_ardoin_carrier_clark_cooper_et al._2022, title={What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL}, volume={5}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2022.2067325}, DOI={10.1080/13504622.2022.2067325}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, publisher={Informa UK Limited}, author={Gibson, Lauren M. and Busch, K. C. and Stevenson, Kathryn T. and Cutts, Bethany B. and DeMattia, Elizabeth A. and Aguilar, Olivia M. and Ardoin, Nicole M. and Carrier, Sarah J. and Clark, Charlotte R. and Cooper, Caren B. and et al.}, year={2022}, month={Apr} }
 @article{zummo_donovan_busch_2021, title={Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth}, volume={58}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21648}, abstractNote={Anthropogenic climate change remains divisive in the United States, where skepticism of the scientific consensus is associated with conservative worldviews, resulting in political polarization. This study considers three hypotheses regarding U.S. polarization over climate change that have emerged from social psychology research and applies them to science education by showing how these hypotheses could relate to adolescents' science learning. We then test each hypothesis within an experimental educational intervention designed to study the influence of worldview, mechanistic knowledge, and quantitative reasoning on students' written arguments about climate change. We used mixed methods to analyze the results of this individually randomized trial with clustering involving 357 participants in grades 9–11 from 5 U.S. sites. Findings show that: (a) exposure to mechanistic knowledge about climate change increased odds of receptivity toward climate change; (b) increasingly conservative worldviews were associated with decreased odds of receptivity; (c) worldview and quantitative reasoning interacted, resulting in an amplified effect of worldview for students with greater quantitative reasoning. Results also suggest that the influence of worldview and mechanistic knowledge on receptivity work independently from one another in our dataset. This study demonstrates the value of teaching mechanistic understandings of climate change, yet also demonstrates the influence of worldview on receptivity to climate change for adolescents, as well as complex interactions between quantitative reasoning (something school science aims to develop) and worldview. It shows that moving the U.S. public toward the scientific consensus is complex and involves confronting ideologically motivated reasoning within science education.}, number={1}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Zummo, Lynne and Donovan, Brian and Busch, K. C.}, year={2021}, month={Jan}, pages={95–127} }
 @article{hartley_stevenson_peterson_busch_carrier_demattia_jambeck_lawson_strnad_2021, title={Intergenerational learning: A recommendation for engaging youth to address marine debris challenges}, volume={170}, ISSN={["1879-3363"]}, DOI={10.1016/j.marpolbul.2021.112648}, abstractNote={Youth can impact environmental attitudes and behaviors among adults. Indeed, research on intergenerational learning has demonstrated the influence of young people on adults in their lives for myriad environmental topics. Intergenerational learning (IGL) refers to the bidirectional transfer of knowledge, attitudes, or behaviors from children to their parents or other adults and vice versa. We suggest an educational framework wherein K-12 marine debris education designed to maximize IGL may be a strategy to accelerate interdisciplinary, community-level solutions to marine debris. Although technical strategies continue to be developed to address the marine debris crisis, even the most strictly technical of these benefit from social support. Here, we present 10 Best Practices grounded in educational, IGL, and youth civic engagement literature to promote marine debris solutions. We describe how integrating IGL and civic engagement into K-12-based marine debris curricula may start a virtuous circle benefiting teachers, students, families, communities, and the ocean. • We suggest that a K-12 marine debris educational framework could garner marine debris solutions. • Marine debris curricula with intergenerational learning and civic action may offer co-benefits. • We present 10 Best Practices to promote youth-led solutions towards the marine debris crisis.}, journal={MARINE POLLUTION BULLETIN}, author={Hartley, Jenna M. and Stevenson, Kathryn T. and Peterson, M. Nils and Busch, K. C. and Carrier, Sarah J. and DeMattia, Elizabeth A. and Jambeck, Jenna R. and Lawson, Danielle F. and Strnad, Renee L.}, year={2021}, month={Sep} }
 @article{busch_2021, title={Textbooks of doubt, tested: the effect of a denialist framing on adolescents' certainty about climate change}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2021.1960954}, abstractNote={In US school settings and materials, climate change is often framed as an uncertain phenomenon. However, the effect of such denialist representations on youth’s perceptions of climate change has not been empirically tested. To address this gap in the literature, this article reports on a survey-based experiment testing two framings of uncertainty about the causes and effects of climate change—one with a high level of uncertainty and one with a low level of uncertainty—on students’ knowledge, attitudes, and behaviours related to climate change. The experiment was conducted with 453 middle and high school students . Students who read a text portraying climate change with high uncertainty reported lower levels of certainty about human-caused climate change . To explore how the students engaged cognitive resources when reading the experimental texts, regression analyses were used to test two hypotheses. The Knowledge Thesis predicts that youth will use their prior knowledge to evaluate the text, and the Norms Thesis predicts that youth will use the perceived norms of their social group to evaluate the text. Results suggested that students did not respond to the treatment differentially, given their differing levels of prior knowledge nor social norms accepting of climate change . Implications for practice include the necessity of explicit scaffolds to support deep critical engagement with informational, or dis-informational, text about climate change.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Busch, K. C.}, year={2021}, month={Jul} }
 @misc{busch_henderson_stevenson_2019, title={Broadening epistemologies and methodologies in climate change education research}, volume={25}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2018.1514588}, abstractNote={In this commentary, we reflect on the articles in this special collection from our lens as scholars who have chosen to conduct research with a focus on climate change education. We start with state...}, number={6}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Busch, K. C. and Henderson, Joseph A. and Stevenson, Kathryn T.}, year={2019}, month={Jun}, pages={955–971} }
 @article{osborne_borko_fishman_gomez zaccarelli_berson_busch_reigh_tseng_2019, title={Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation}, volume={56}, ISSN={["1935-1011"]}, DOI={10.3102/0002831218812059}, abstractNote={This article reports an investigation of a professional development program to enhance elementary teachers’ ability to engage their students in argument from evidence in science. Using a quasi-experimental approach, three versions were compared: Version A—a 1-week summer institute with a 2-week summer practicum experience and 8 follow-up days (four per year), Version B without the practicum experience, and Version C—a revision of Version A in Year 3. All teachers were videoed twice each year, and the videos were rated using an instrument to measure the quality of discourse. All versions led to a significant improvement in teachers’ facilitation of classroom discourse. Neither the practicum nor the revised program had an additional effect. Implications for the field are discussed.}, number={4}, journal={AMERICAN EDUCATIONAL RESEARCH JOURNAL}, author={Osborne, Jonathan F. and Borko, Hilda and Fishman, Evan and Gomez Zaccarelli, Florencia and Berson, Eric and Busch, K. C. and Reigh, Emily and Tseng, Anita}, year={2019}, month={Aug}, pages={1067–1112} }
 @article{donovan_semmens_keck_brimhall_busch_weindling_duncan_stuhlsatz_bracey_bloom_et al._2019, title={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}, volume={103}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21506}, number={3}, journal={SCIENCE EDUCATION}, author={Donovan, Brian M. and Semmens, Rob and Keck, Phillip and Brimhall, Elizabeth and Busch, K. C. and Weindling, Monica and Duncan, Alex and Stuhlsatz, Molly and Bracey, Zoe Buck and Bloom, Mark and et al.}, year={2019}, month={May}, pages={529–560} }
 @article{busch_2016, title={Polar Bears or People? Exploring Ways in Which Teachers Frame Climate Change in the Classroom}, volume={6}, ISSN={2154-8455 2154-8463}, url={http://dx.doi.org/10.1080/21548455.2015.1027320}, DOI={10.1080/21548455.2015.1027320}, abstractNote={Not only will young adults bear the brunt of the effects of climate change, but they are also the ones who will be required to take action—to mitigate and to adapt. Framing, as both a theory and an analytic method, has been used to understand how language in the media can affect the audience's concern and intention to act. The theory and the analytic methods of framing were adapted and applied to answer the research question: How do teachers frame climate change in the classroom? Twenty-five lessons from seven teachers were analyzed using semiotic discourse analysis methods. Teachers' frames overlapped to form two distinct discourses: a Science Discourse and a Social Discourse. The dominant Science Discourse can be summarized as follows: Climate change is a current scientific problem that will have profound global effects on the Earth's physical systems. The Social Discourse, used much less often, can be summarized as follows: Climate change is a future social issue because it will have negative impacts o...}, number={2}, journal={International Journal of Science Education, Part B}, publisher={Informa UK Limited}, author={Busch, K.C.}, year={2016}, month={Apr}, pages={137–165} }
 @article{román_busch_2015, title={Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks}, volume={22}, ISSN={1350-4622 1469-5871}, url={http://dx.doi.org/10.1080/13504622.2015.1091878}, DOI={10.1080/13504622.2015.1091878}, abstractNote={Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community – both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.}, number={8}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Román, Diego and Busch, K.C.}, year={2015}, month={Sep}, pages={1158–1180} }