Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Section I Theoretical, Philosophical, and Conceptual Frameworks for Climate Change Education and Research -- 1 Teaching Climate Science as History -- 2 The Role of History and Nature of Science in Climate Change Teaching and Learning -- 3 System Thinking and Teaching in the Context of Climate System and Climate Change -- 4 Attending to Emotional Expressions about Climate Change: A Framework for Teaching and Learning -- 5 Using a Socioscientific Issues Framework for Climate Change Education: An Ecojustice Approach -- Section II Research on Teaching and Learning about Global Warming and Climate Change -- 6 Students' Conception of a Climate System: Implications for Teaching and Learning -- 7 Using Conceptual and Physical Models to Develop Students' Mental Models of the Greenhouse Effect -- 8 Unpacking the Climate Change Performance Expectations in the Next Generation Science Standards -- 9 Fundamental Climate Literacy and the Promise of the Next Generation Science Standards -- 10 Supporting the Inclusion of Climate Change in U.S. Science Education Curricula by Use of Learning Progressions -- 11 Climate Change as an Issue for Socio-Scientific Issues Teaching and Learning -- 12 "This Idea They Have is Not Really to Me, Like, True:" How Seventh Grade Students Make Meaning of Scientific Arguments about the Impact of Global Warming on Tornadoes and Hurricanes -- Section III Approaches to Professional Development and Classroom Practice -- 13 Using Next Generation Science Standards' Crosscutting Concepts as a Tool for Climate Change and Citizenship Education -- 14 The Earth's Energy Budget -- 15 Teaching Informed by Conceptual Difficulties with Understanding the Greenhouse Effect