ABSTRACT
This chapter describes what emotions are and why they are important in climate change education. It discusses the specific aspects of climate change that elicit emotional expressions are important to understanding learners' and teachers' emotional connections to the phenomena. Identifying what counts as emotional expressions in science classrooms requires teachers and researchers to attend to the norms of participating and the ways in which opportunities for emotional expressions are constructed. There are multiple features of emotional expressions, each contributing to a nuanced understanding of emotional engagement with climate change: aboutness, emotion type, ownership of expression, and frequency within a discourse event. The chapter concludes with a set of recommendations for climate change educators around valuing emotional expressions. In order for climate educators to make space for learners to make sense of climate change emotionally, teacher educators must also address emotions in teacher learning settings.
