ABSTRACT

Underlying this chapter is the importance of researching emotions in science education, particularly during the learning of climate change. Emotions are often dichotomized from cognition and science, despite evidence of the importance of emotion in both cognition and science (Immordino-Yang & Damasio, 2007; Jaber & Hammer, 2016a, 2016b; Zembylas, 2016). If emotions are examined in science learning settings they are often along this false binary, perpetuating the notion that emotions are separate from the learning and the doing of science.