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In the face of the escalating climate crisis, effective climate education is imperative, not only for imparting knowledge, but also for inspiring action. This paper explores innovative strategies for teaching climate change in middle school, recognizing the critical role of emotional connections in fostering meaningful content engagement and long-term behavioral change among students. Drawing on a case study conducted in two Arizona middle schools, this research investigates how educators interpret and implement state science standards related to climate change and assesses students' understanding and motivation regarding climate change causes, severity, and solutions. The study identifies two key discoveries: first, that heightened climate change concern correlates with a greater potential for proactive action, and second, that establishing emotional connection to climate change is pivotal for sustainable behavioral change. Building on these findings, the paper provides a comprehensive set of strategies for middle school educators that encompass making content relatable to students' lives, embracing social-emotional learning, and promoting open discussion. Incorporating these strategies not only enhances students' understanding, but also equips them with the emotional resilience and motivation needed to tackle the pressing challenge of climate change.
Godin et al. (Wed,) studied this question.
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