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Implemented at the Mann-UCLA Community School during COVID-19 distance learning and developed with a chemistry teacher, the study uses Participatory Design Research to shape the learning context and document engagement structures. Mixed methods analysis draws on pre/post assessments, formative measures, artifacts, observations, and interviews. Results show increased connective and productive disciplinary engagement, stronger climate-science learning, and a statistically significant shift toward climate concern and critical agency.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-climate-awareness-re-imagining-climate-change-teaching-and-learning/157070/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-climate-awareness-re-imagining-climate-change-teaching-and-learning/157070.png","ImageObject",300,407,{"name":92,"@type":93},"Xiajie","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-18","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary objective of the dissertation?","Question",{"text":112,"@type":113},"To design and study a transformative climate change education model that foregrounds sociopolitical processes and is socially relevant for Black and Latinx urban high school students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the learning intervention developed and implemented?",{"text":117,"@type":113},"The intervention was implemented at Mann-UCLA Community School during mandated distance learning in the COVID-19 period and developed as part of a research-practice partnership using Participatory Design Research.",{"name":119,"@type":110,"acceptedAnswer":120},"Which data sources and assessment types were used to evaluate outcomes?",{"text":121,"@type":113},"A mixed methods approach used pre/post assessments of climate science knowledge and climate concern, formative assessments of critical awareness, classroom artifacts and observations, and interviews with focal students.",{"name":123,"@type":110,"acceptedAnswer":124},"What did the findings suggest about the value of sociopolitical framing in climate science education?",{"text":125,"@type":113},"Centering local sociopolitical dimensions of climate change supported critical climate awareness without diminishing canonical, standard-aligned learning opportunities, and it was associated with improved understanding of key scientific concepts and increased concern about climate change.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},157070,1787972343,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},8814010472675,"https://avatar.qwps.com/avatar/WGlhamll","UNIVERSITY OF CALIFORNIA  \nLos Angeles  \nCritical Climate Awareness:  \nRe-imagining Climate Change Teaching and Learning  \nA dissertation submitted in partial satisfaction of the requirements for the degree  \nDoctor of Philosophy  \nin Education  \nby  \nHeather Freeman Clark  \n2022  \nÓ Copyright by Heather Freeman Clark  \n2022  \nABSTRACT OF THE DISSERTATION  \nCritical Climate Awareness:  \nRe-imagining Climate Change Teaching and Learning  \nby  \nHeather Freeman Clark  \nDoctoral of Philosophy in Education  \nUniversity of California, Los Angeles, 2022  \nProfessor William Sandoval, Chair  \nThe objective of this dissertation was to design and study a transformative model of climate change education that foregrounded sociopolitical processes and was socially relevant to Black and Latinx urban high school students . The intervention was implemented at the Mann-UCLA Community School in South Los Angeles while distance learning was mandated by the COVID- 19 pandemic and was part of a research-practice partnership with a chemistry teacher. Using the Participatory Design Research methodology, I designed the learning context and documented how this instructional model structured classroom engagement and supported the outcomes of learning climate science and developing critical climate awareness. A mixed methods approach was used for analysis of data including pre/post assessments of climate science knowledge and climate concern, formative assessments of critical awareness of climate change, classroom artifacts, classroom observations, and interviews with focal students. Findings on classroom  \nengagement, organized with the Connective and Productive Disciplinary Engagement framework, show that organizing instruction around the sociopolitical dimensions of climate change was productive. Participation was structured around students’ critical awareness of social issues in their community and their imagined futures when they could participate in the transition to low-emission energy sources. Student engagement embodied the four principles of Connective and Productive Disciplinary Engagement more strongly over time as they grappled with authentic problems of climate change in their community. The sociopolitical framing of climate change was also productive for learning climate science concepts and developing students’critical climate awareness. Findings show a statistically significant improvement in students’understanding of canonical scientific concepts and a shift towards awareness of and concern about climate change. Performance on formative assessments shows students made progress in explaining critical aspects of climate change, specifically in ascribing agency for causes and solutions. The significance of these findings is that centering sociopolitical, local dimensions of climate change does not diminish canonical, standard-aligned learning opportunities. Foregrounding social justice and inviting students’ critical awareness into the science classroom as a sensemaking resource supported many students in developing sophisticated explanations of climate change in their community. This research contributes an approach to climate change instruction that advances culturally-relevant, justice-centered science pedagogy.  \nThe dissertation of Heather Freeman Clark is approved.  \nAnanda Marin  \nKimberley Gomez  \nKaren Hunter Quartz  \nWilliam Sandoval, Committee Chair  \nUniversity of California, Los Angeles  \n2022  \nDEDICATION  \nFor Agustín, my North Star . You guide, orient, and inspire me .  \nTABLE OF CONTENTS  \nChapter 1: Introduction  \nProject Objectives Research Questions  \nChapter 2: Conceptual Framework  \nBackground  \nTheoretical Framework  \nConnective Disciplinary Engagement in Developing Critical Climate Awareness  \nChapter 3: Methods  \nSetting  \nPositionality and Ethical Commitments Participatory Design Research  \nData Sources  \nMeasures and Analytical Approach  \nChapter 4: Intervention Design and Enactment  \nDesign Embodiments  \nDesign ","cbCaied9UqKzsrFK","https://ap.wps.com/l/cbCaied9UqKzsrFK","pdf",8336953,208,"English","# Chapter 1: Introduction\n## Project Objectives\n## Research Questions\n# Chapter 2: Conceptual Framework\n## Background\n## Theoretical Framework\n## Connective Disciplinary Engagement in Developing Critical Climate Awareness\n# Chapter 3: Methods\n## Setting\n## Positionality and Ethical Commitments\n## Participatory Design Research\n## Data Sources\n## Measures and Analytical Approach\n# Chapter 4: Intervention Design and Enactment\n## Design Embodiments\n## Design Modifications and Norms of Participation in Distance Learning\n## Big Ideas and Timeline of Implemented Units\n## Focal Units\n# Chapter 5: Findings on Engagement\n## Analysis of Interactions in Focal Unit 2\n## Analysis of Interactions in Focal Unit 4\n## Summary and Comparison of Principles in Focal Units\n# Chapter 6: Findings on Outcomes\n## Climate Science Learning\n## Critical Climate Awareness\n# Chapter 7: Discussion\n## Significance of Findings\n## Conclusions\n# Appendices\n# References","[{\"question\":\"What was the primary objective of the dissertation?\",\"answer\":\"To design and study a transformative climate change education model that foregrounds sociopolitical processes and is socially relevant for Black and Latinx urban high school students.\"},{\"question\":\"How was the learning intervention developed and implemented?\",\"answer\":\"The intervention was implemented at Mann-UCLA Community School during mandated distance learning in the COVID-19 period and developed as part of a research-practice partnership using Participatory Design Research.\"},{\"question\":\"Which data sources and assessment types were used to evaluate outcomes?\",\"answer\":\"A mixed methods approach used pre/post assessments of climate science knowledge and climate concern, formative assessments of critical awareness, classroom artifacts and observations, and interviews with focal students.\"},{\"question\":\"What did the findings suggest about the value of sociopolitical framing in climate science education?\",\"answer\":\"Centering local sociopolitical dimensions of climate change supported critical climate awareness without diminishing canonical, standard-aligned learning opportunities, and it was associated with improved understanding of key scientific concepts and increased concern about climate change.\"}]","Critical Climate Awareness - Re-imagining Climate Change Teaching and Learning | PDF",524]