Principal Investigator: Gilly Puttick

Funder: TERC

The project explores the affordances of game design to teach young people about climate change. We conjecture that strong complementary synergies and common elements among computational thinking, systems thinking and essential climate change concepts mean that programming in Scratch is a productive way to explore learning about this important topic. We are studying how middle school students learn about climate change and understand systems thinking as they program games to teach others about this topic.