Taylor, SimonJones, Ben2023-12-192023-12-192020-12-20https://hdl.handle.net/10289/16276This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.application/pdfenThis is an author’s accepted version of an article published in Set: Research Information for Teachers © 2020 NZCER.Journal Article10.18296/set.0183