@article{peterman_chesnut_gathings_martin_maier_evia_chavez_harris_busch_stover_et al._2024, title={Becoming the change we want to see: Aspirations and initial progress with diversity, equity, access, and inclusion practices to create welcoming environments and center community in informal science institutions}, volume={3}, ISSN={["2151-6952"]}, DOI={10.1111/cura.12621}, abstractNote={AbstractThis study focuses on the diversity, equity, access, and inclusion (DEAI) practices of informal science institutions (ISI) that are part of a statewide grants program. Data were collected to understand how ISIs interpret and implement DEAI in thought and action in their efforts to create more welcoming spaces for members of communities that are often underrepresented or marginalized in informal learning spaces. Modeled after the Cultural Competence Learning Institute's (CCLI) Framework, survey data were collected to understand DEAI practices being used to create welcoming environments. Interview data were collected 2 years later to understand how ISIs collaborate with others to center communities in their work. Results indicated that while DEAI was considered a high priority, strategies were limited. A positive relationship was found between the number of strategies used and perceived success. ISIs' stories of collaboration focused most often on transactional relationships with organizational partners. Those working with communities directly collaborated in needs‐based or reciprocal ways. Results are interpreted in relation to the CCLI Framework's potential to provide benchmarks for both individual institutions and groups like our statewide grants program to use as comparison points for their own DEAI practice.}, journal={CURATOR-THE MUSEUM JOURNAL}, author={Peterman, Karen and Chesnut, Lynn and Gathings, M. J. and Martin, Keshia and Maier, Allison Black and Evia, Jane Robertson and Chavez, Regina Ayala and Harris, Maren and Busch, K. C. and Stover, Darrell and et al.}, year={2024}, month={Mar} }
 @article{busch_rajwade_2024, title={Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21871}, abstractNote={Abstract The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural‐historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing.}, journal={SCIENCE EDUCATION}, author={Busch, K. C. and Rajwade, Aparajita}, year={2024}, month={Apr} }
 @article{gibson_busch_stevenson_chesnut_cutts_seekamp_2024, title={Conceptualizing community-level environmental literacy using the Delphi method}, volume={8}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2024.2397595}, DOI={10.1080/13504622.2024.2397595}, abstractNote={As environmental challenges increase in scope and scale, new conceptualizations for environmental literacy are needed. Specifically, notions of environmental literacy must move from those at the individual level to those at the group, or community, level. However, the concept of community level environmental literacy is underdeveloped. In this paper, we present the results of a Delphi method survey of experts, gathered to both conceptualize community level environmental literacy as well as address considerations for its measurement.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Gibson, Lauren and Busch, K. C. and Stevenson, Kathryn and Chesnut, Lynn and Cutts, Bethany and Seekamp, Erin}, year={2024}, month={Aug} }
 @article{stevenson_busch_peterson_frank_chavez_2024, title={How mixed messages may be better than avoidance in climate change education}, volume={9}, ISSN={["2190-6491"]}, url={https://doi.org/10.1007/s13412-024-00977-3}, DOI={10.1007/s13412-024-00977-3}, journal={JOURNAL OF ENVIRONMENTAL STUDIES AND SCIENCES}, author={Stevenson, Kathryn and Busch, K. C. and Peterson, M. Nils and Frank, Danielle A. and Chavez, Regina Ayala}, year={2024}, month={Sep} }
 @article{gibson_stevenson_busch_cutts_seekamp_krementz_2024, title={Pushing toward systemic change in the Capitalocene: Investigating the efficacy of existing behavior prediction models on individual and collective pro-environmental actions in high school students}, volume={55}, ISSN={["1940-1892"]}, url={https://doi.org/10.1080/00958964.2023.2259853}, DOI={10.1080/00958964.2023.2259853}, abstractNote={Environmental education often advocates for individual pro-environmental behavior—which, while beneficial to a degree, fails to match the large scale of today's capitalism-fueled socio-ecological challenges. Rather, collective action holds promise as a means for the large-scale changes required in the Capitalocene. These actions can take the shape of encouraging group uptake of behaviors (collective non-activist behaviors) or through fostering system change (collective activist behaviors). This study works to understand how well the environmental literacy framework combined with the theory of planned behavior predicts collective environmental behaviors, using North Carolina high school students as a study population. We find that, while these models effectively predict student engagement in individual environmental behaviors (adjusted R2 = 0.39), they are less accurate at predicting engagement in collective non-activist behaviors (adjusted R2 = 0.17) and collective activist behaviors (adjusted R2 = 0.10). Thus, more research and theory-building are needed to understand what drives collective behavior among youth and beyond.}, number={2}, journal={JOURNAL OF ENVIRONMENTAL EDUCATION}, author={Gibson, Lauren and Stevenson, Kathryn and Busch, K. C. and Cutts, Bethany and Seekamp, Erin and Krementz, Sarah}, year={2024}, month={Mar}, pages={102–124} }
 @article{fraulo_carrier_busch_2024, title={The making of an outdoor educator: a mixed methods study of identity through voice and discourse}, volume={6}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2024.2365462}, DOI={10.1080/21548455.2024.2365462}, abstractNote={While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners' social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners' development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, author={Fraulo, Aimee and Carrier, Sarah J. and Busch, K. C.}, year={2024}, month={Jun} }
 @article{boyd_busch_gold_ward_niepold_poppleton_haas_fiorile-desranleau_morrison_2024, title={Using social network analysis to assess connections within climate and energy education organizations: A case study conducted by the Climate Literacy and Energy Awareness Network (CLEAN)}, ISSN={["1469-5871"]}, DOI={10.1080/13504622.2024.2408424}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Boyd, Kathryn J. and Busch, K. C. and Gold, Anne U. and Ward, Emily G. and Niepold, Frank and Poppleton, Kristen and Haas, Don and Fiorile-Desranleau, Gina and Morrison, Deb L.}, year={2024}, month={Sep} }
 @article{busch_chesnut_stevenson_larson_black-maier_yelton_stover_2023, title={Collaborative capacity-building for collective evaluation: a case study with informal science education centers}, volume={5}, ISSN={["2154-8463"]}, url={https://doi.org/10.1080/21548455.2023.2216340}, DOI={10.1080/21548455.2023.2216340}, abstractNote={ABSTRACTABSTRACTThis paper reports on the results of a research-practice partnership that included a U.S. university research team and a state-funded grants program that supports informal science education. The goal of the 2-year partnership was to develop an empirically-tested model for collaboration and capacity-building (CCB) in support of collective evaluation. The model was implemented with 23 informal science education (ISE) organizations across one U.S. state. A comparison of pre and post-surveys indicate that the goals of the CCB model were attained. Participants reported an (1) increased perception of a common agenda, (2) increased capacity for conducting evaluation, and (3) increased peer-peer engagement. Participants also highlighted ongoing barriers to collective evaluation and suggested specific supports to overcome these barriers. This collaborative capacity-building model, although tested with ISE providers, is generalizable to other collective evaluation efforts.KEYWORDS: Evaluationcollective impactinformal science education AcknowledgmentsWe would like to thank all the participating ISE educators and institutions, who so enthusiastically engaged in evaluation with us and each other.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethics statementThe study design was approved by the North Carolina State University Institutional Review Board (IRB Protocol #20486). Only those who consented to participate are included in this study. Participants were informed that their data would be used for research purposes and for publication. Participant identity is confidential.Additional informationFundingThis research was supported with a grant from the Institute of Museum and Library Services [grant number MG-70-19-0019-19].Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT}, publisher={Informa UK Limited}, author={Busch, K. C. and Chesnut, Lynn and Stevenson, Kathryn and Larson, Lincoln and Black-Maier, Allison and Yelton, Charles and Stover, Darrell}, year={2023}, month={May} }
 @article{smith_cooper_busch_harper_muslim_mckenna_cavalier_2023, title={Facilitator organizations enhance learning and action through citizen science: a case study of Girl Scouts' Think Like a Citizen Scientist journey on SciStarter}, volume={7}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2023.2237705}, DOI={10.1080/13504622.2023.2237705}, abstractNote={Engagement in citizen science can result in participant outcomes including increased science and environmental literacy and civic action. One factor which may increase the likelihood of these outcomes is facilitation by groups such as employers, schools, or other organizations. We examined how a partnership between SciStarter and Girl Scouts of the USA facilitated participation in citizen science to shape participants’ learning and civic engagement. Between July 2017 and February 2020, participants from over 200 Girl Scout troops completed the Think Like a Citizen Scientist Journey, consisting of science learning activities, participation in an environmental citizen science project on SciStarter, and a Take Action Project (TAP). Troop leaders provided open-ended descriptions of TAPs which we analyzed qualitatively. Responses provided evidence of learning outcomes spanning informal science learning goals, Girl Scout Leadership Experience outcomes, and Girl Scout STEM outcomes. Participants’ TAPs overwhelmingly related to science and environmental topics (81%) and the majority sought to educate and inspire others (66%), reaching audiences of peers, adults, the general public, and civic leaders. This program demonstrates the potential for facilitator organizations to leverage existing citizen science projects to promote learning outcomes, civic science education, and community action with participants as young as 4–5 years old.}, journal={ENVIRONMENTAL EDUCATION RESEARCH}, author={Smith, Haley E. and Cooper, Caren B. and Busch, K. C. and Harper, Suzanne and Muslim, Amy and McKenna, Kaleigh and Cavalier, Darlene}, year={2023}, month={Jul} }
 @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}, abstractNote={Contemporary challenges—such as climate change, food, energy and water security, and deadly virus transmission—call for all people to think critically and scientifically. These challenges are often complex and interrelated; for example, society's increasing demand for energy contributes to the climate crisis, which in turn, could limit freshwater and food supplies, and contribute to worldwide spread of disease (Al-Saidi & Hussein, 2021; Lombardi, 2022). While many societal challenges are seriously impacting local, regional and global communities, an increasing availability of information has contributed to what many call a "Post-Truth Era," where emotions and personal beliefs override scientifically validated evidence and explanations, and create an atmosphere of distrust and discord (McIntyre, 2018). Scientific and technological advances have a responsibility in ushering in the current science denial era by facilitating the virtually instantaneous and worldwide transmission of information, including information's maladaptive and nefarious form: disinformation (Wardle & Derakhshan, 2017). Scientific thinking, learning, and teaching are severely tasked by this treacherous situation of science denial and disinformation (Allchin, 2022; Osborne et al., 2022; Sinatra & Hofer, 2021). Science denial and disinformation are also a worldwide danger to democracy. Over the past several decades, purveyors of science denial and disinformation have honed their crafts by rejecting scientific consensus on such things as tobacco-related health impacts and causes of current climate change (McIntyre, in press). This has created an environment where expertise and justice are rejected via mistrust, where deep and growing political polarizations threaten to thwart understanding of how science and science education can promote a common good (Feinstein & Waddington, 2020). Denial and disinformation about relevant and meaningful socioscientific issues have emerged from disordered identities and values (Gorman & Gorman, 2021). The techniques of science denial have been used to suppress voting rights, community collaboration, and human agency exacerbating inequalities and tensions across racial, ethnic, gender, and socioeconomic lines; ultimately putting in question the world's centuries-long experiment in self-governance and granting fundamental human rights to all people (McIntyre, in press). No single challenge is more urgent than addressing and guarding against these threats to scientific understanding and agency. The review process for the special issue will take place in two stages. In Stage 1, authors will submit an extended abstract that describes key dimensions of the proposed manuscript, including a summary of the manuscript's approach (conceptual analysis, philosophical inquiry, quasi-experimental study, case study, historical analysis, etc.), as well as findings and implications. This extended abstract should not exceed 1000 words (references, tables, and figures are not subject to the word limit). The special issue guest editors will review the extended abstracts submitted in order to invite full manuscript submissions. The review will be guided by the potential of proposed manuscripts to be relevant, advance understanding of science teaching and learning, and have substantial impacts on the field, which are standard criteria for all JRST reviews. We solicit manuscripts based upon empirical data—qualitative, quantitative, or mixed—situated in classrooms, communities and/or informal learning environments, or that offer important theoretical or conceptual insights for the field of science education. In addition to these basic criteria, the guest editors will consider the extent to which manuscripts do one or more of the following: (1) extend in new directions the current work on science education during conditions of science denial and disinformation, (2) introduce new perspectives, conceptual or methodological, from other fields to the corpus of science education literature on learning and teaching in times of science denial and disinformation, and (3) inform policy by on ways to promote effective learning, teaching, and agency when confronted with science denial and disinformation. Submission deadline for extended abstracts: February 1, 2023. Issue date for manuscript invitations: March 15, 2023. Submission deadline for invited manuscripts: September 15, 2023. Submissions of both extended abstracts and manuscripts should follow the publication guidelines for the Journal of Research in Science Teaching and be submitted electronically to Manuscript Central (http://mc.manuscriptcentral.com/jrst). In the submission interface, Step 4: Details & Comments, select "Yes" for the Special Issue option, and then select "Science Denial and Disinformation" as the special issue title. For the Stage 1 submission of an Extended Abstract, (1) Leave BLANK the abstract text box found in submission Step 1: Type, Title and Abstract, and (2) Upload the Extended Abstract as a file in submission Step 5: File Upload, labeling it as a "Main Document" in the File Designation pull-down menu. Inquiries concerning the suitability of possible contributions to this special issue should be addressed to one of the Guest Editors via email (see above). If you choose to use the Journal's email address (jrst@unc.edu) for your message, please begin your message by identifying both the Science Denial and Disinformation Special Issue and the Editor(s) you would like your inquiry to reach.}, 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={Abstract 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}, abstractNote={Abstract Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift in focus from individual to community-level environmental literacy (CLEL). Despite its importance, CLEL has been left largely undefined and unmentioned in environmental education literature. To understand the field’s current conceptualizations and measurement strategies around CLEL, the authors held a convening of 24 researchers to discuss the topic. Here, we report the findings of this convening and present a series of tensions that emerged in conceptualizing and measuring CLEL. We see this area of research as rich with opportunity for innovation and offer considerations for researchers engaging in this work.}, 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{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.}, 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={Abstract 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} }
 @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={AbstractAnthropogenic 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{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}, abstractNote={AbstractWhen people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and between US census races reduce their racial biases? We randomized 8th and 9th grade students (n = 166) into separate classrooms to learn for an entire week either about the topics of (a) human genetic variation or (b) climate variation. In a cross‐over randomized trial with clustering, we demonstrate that when students learn about genetic variation within and between racial groups it significantly changes their perceptions of human genetic variation, thereby causing a significant decrease in their scores on instruments assessing cognitive forms of prejudice. We then replicate these findings in two computer‐based randomized controlled trials, one with adults (n = 176) and another with biology students (n = 721, 9th–12th graders). These results indicate that teaching about human variation in the domain of genetics has potentially powerful effects on social cognition during adolescence. In turn, we argue that learning about the social and quantitative complexities of human genetic variation research could prepare students to become informed participants in a society where human genetics is invoked as a rationale in sociopolitical debates.}, 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} }
 @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={Abstract 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 statements of positionality, as certainly our own experiences and philosophical stances shape our work and reflections included here. Afterwards, we present a typology of climate change education research, utilizing a framework developed from research paradigms with an emphasis on epistemology and methodology. Lastly, we make recommendations for future research efforts based on suggestions within the research articles in the collection as well as from the typology presented.}, 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{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 on people at the local level. While it is not surprising that the Science Discourse was heard most often in these science classrooms, framing research suggests it is problematic. The research literature on framing indicates that the frames found in the Science Discourse—global scale, scientific statistics and facts, and impact on the Earth's systems—are not likely to inspire action. In contrast, the frames found within the Social Discourse—local scale, impact on humans, and connections to social, economic, and political processes—are more likely to inspire action. The implications for the classroom are discussed.}, 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} }