Agentive Activity to Transform Cli-Fi into School Science Problems About Climate Change

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The guide enhances teachers’ agency in transforming cli-fi into educational problems for improved climate change understanding.
Participants reported a cognitive value of cli-fi during narrative immersion, problem structuring, and editing/correction phases.
Think-aloud and retrospective interviews captured the transformation process using excerpts from cli-fi literature.
The study highlights the balance between teacher agency and limitations in content knowledge during cli-fi transformations.

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This study demonstrates the cognitive value of cli-fi in education, highlighting agentive activity for climate change understanding.

José Manuel Ruvalcaba Cervantes (2025) studied this question.

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