K.C. Busch

Assistant Professor

North Carolina State University

United States

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About

K.C. Busch is an Assistant Professor at North Carolina State University in the United States. His research focuses on effective learning and teaching strategies in contexts of science denial and disinformation, as well as community-level environmental literacy. He has published articles addressing social capital's role in environmental action, psychological resilience education, and the use of social network analysis in climate and energy education. Dr. Busch's work also explores the impact of mixed messages in climate change education and the collaborative capacity-building in informal science education.

Articles (17)

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2025

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2021

Collaborators (11)

Charlotte Clark

Duke University

UNITED STATES

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Mele Wheaton

Stanford University

UNITED STATES

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Nicole Ardoin

Stanford University

UNITED STATES

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Kathryn Stevenson

Assistant Professor

North Carolina State University

UNITED STATES

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Caren Cooper

associate professor

North Carolina State University

UNITED STATES

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Sarah Carrier

North Carolina State University

UNITED STATES

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Kristie Gutierrez

Assistant Professor of Science Education

Old Dominion University

UNITED STATES

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Doug Lombardi

University of Maryland

UNITED STATES

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Darlene Cavalier

Arizona State University

UNITED STATES

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ANNE GOLD

University of Colorado Boulder

UNITED STATES

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Lincoln Larson

Associate Professor

North Carolina State University

UNITED STATES

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K.C. Busch

Research Interests

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About

Articles (17)

Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation

Social capital as a predictor of collective environmental action in high school students

Educating for psychological, community, and ecological resilience: a case study from North Carolina, USA

Conceptualizing community-level environmental literacy using the Delphi method

Using social network analysis to assess connections within climate and energy education organizations: A case study conducted by the Climate Literacy and Energy Awareness Network (CLEAN)

How mixed messages may be better than avoidance in climate change education

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts

Pushing toward systemic change in the Capitalocene: Investigating the efficacy of existing behavior prediction models on individual and collective pro-environmental actions in high school students

Facilitator organizations enhance learning and action through citizen science: a case study of Girl Scouts’ Think Like a Citizen Scientist journey on SciStarter

Collaborative capacity-building for collective evaluation: a case study with informal science education centers

Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework

What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL

Call for papers: Special issue: Learning and teaching in times of science denial and disinformation

What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?

Adolescent framings of climate change, psychological distancing, and implications for climate change concern and behavior

Textbooks of doubt, tested: the effect of a denialist framing on adolescents’ certainty about climate change

Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth

Collaborators (11)

Charlotte Clark

Mele Wheaton

Nicole Ardoin

Kathryn Stevenson

Caren Cooper

Sarah Carrier

Kristie Gutierrez

Doug Lombardi

Darlene Cavalier

ANNE GOLD

Lincoln Larson

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