Abstract Climate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work.

中文翻译：

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人文课堂中的气候变化教育：洛厄尔学校课程试点的案例研究

摘要 气候变化作为 K-12 学校的一个教学主题，在科学课堂上最常教授。然而，这是一个需要社会以及技术和科学解决方案的人类问题。本研究分析和评估通过综合社会研究和语言艺术框架在中学课堂实施的气候变化课程。该课程反映了私立学校、气候教育非营利组织和政府机构 (NOAA) 之间的合作。在实施的第一年之后，学生调查、教师访谈和课堂观察构成了数据收集和评估的主要工具。基于这些数据，学生表现出高水平的气候素养、阅读理解能力的提高以及对主题的整体参与。教师报告课程教学的成功和挑战，管理人员提供在其他学校和环境（包括公立学校）扩展和实施课程的机会。这项研究的结果与气候变化课程开发人员、研究人员和教育工作者相关，他们寻求将跨学科的、社会科学的方法融入到他们的工作中进行气候变化教育。