K C Busch

Busch, K. C., & Ayala Chavez, R. (2022). Adolescent framings of climate change, psychological distancing, and implications for climate change concern and behavior. CLIMATIC CHANGE, 171(3-4). https://doi.org/10.1007/s10584-022-03349-4

Lombardi, D., & Busch, K. C. (2022, September 2). Call for papers: Special issue: Learning and teaching in times of science denial and disinformation. JOURNAL OF RESEARCH IN SCIENCE TEACHING. https://doi.org/10.1002/tea.21813

Busch, K. C., Kudumu, M., & Park, S. (2022). Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework. Research in Science Education, 4. https://doi.org/10.1007/s11165-022-10055-9

Gutierrez, K. S., Blanchard, M. R., & Busch, K. C. (2022, January 24). What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change? ENVIRONMENTAL EDUCATION RESEARCH, Vol. 1. https://doi.org/10.1080/13504622.2022.2032611

Gibson, L. M., Busch, K. C., Stevenson, K. T., Cutts, B. B., DeMattia, E. A., Aguilar, O. M., … Wheaton, M. (2022, April 19). What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL. ENVIRONMENTAL EDUCATION RESEARCH, Vol. 5. https://doi.org/10.1080/13504622.2022.2067325

Zummo, L., Donovan, B., & Busch, K. C. (2021). 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, 58(1), 95–127. https://doi.org/10.1002/tea.21648

Hartley, J. M., Stevenson, K. T., Peterson, M. N., Busch, K. C., Carrier, S. J., DeMattia, E. A., … Strnad, R. L. (2021). Intergenerational learning: A recommendation for engaging youth to address marine debris challenges. MARINE POLLUTION BULLETIN, 170. https://doi.org/10.1016/j.marpolbul.2021.112648

Busch, K. C. (2021, July 27). Textbooks of doubt, tested: the effect of a denialist framing on adolescents' certainty about climate change. ENVIRONMENTAL EDUCATION RESEARCH. https://doi.org/10.1080/13504622.2021.1960954

Busch, K. C., Henderson, J. A., & Stevenson, K. T. (2019). [Review of Broadening epistemologies and methodologies in climate change education research]. ENVIRONMENTAL EDUCATION RESEARCH, 25(6), 955–971. https://doi.org/10.1080/13504622.2018.1514588

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., … Tseng, A. (2019). Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 56(4), 1067–1112. https://doi.org/10.3102/0002831218812059

Donovan, B. M., Semmens, R., Keck, P., Brimhall, E., Busch, K. C., Weindling, M., … Salazar, B. (2019). 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. https://doi.org/10.1002/sce.21506

Busch, K. C. (2016). 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. https://doi.org/10.1080/21548455.2015.1027320

Román, D., & Busch, K. C. (2015). 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. https://doi.org/10.1080/13504622.2015.1091878