Art for climate change response of adolescents: methodology adopted for the transformational individual sphere study

. The investigative study attempts to elicit how art-based science experiences on the topic of climate crisis may shape young participants' reactions to climate change and demonstrates the potential of transformational pathways created through art-integrated science communication activities at the level of the subjects' sphere. The study applied Solomon's four-group experimental design using two control and two treatment groups to study the transformation between groups. This research design allows researchers to assess the fundamental revision of testing, treatment/intervention and the remarkable correlation between testing and treatment (Daily, 2017). Although this research is a small-scale exploratory study, the results are validated using multiple data collection and analysis methods. At the core of the study, it aims to make an in-depth and critical interpretation based on the data analysis through a set of codes. The codes are various in the length of the text, from which group (control or experimental groups) to highly conceptual answers (given by four groups). The study advocates that science communication to the lay society through art-informed collaboration should be considered to achieve sustainability outcomes. The findings are expected to show how art can influence and effectively tell young people, as the future generation, creative and attractive narratives with proper knowledge of climate change adaptation.


INTRODUCTION
The research community has received art in science communication and education, especially in raising climate science awareness. Its effectively approachable pattern in capturing the audience's visual expression through art techniques and materials brings more insightful experiences for participants, motivating them to think about updated initiatives and change behaviours (Thomsen, 2015). However, studying the public's experiences while participating in climate crisis education and communication activities with an art-informed approach still needs empirical evidence. The present study aims to investigate the personal transformation angles of participants through art-integrated science communication based on Solomon's four-group design of two control and two experimental groups. At the end of the data collection process, we interviewed 46 respondents to examine the critical counterpoints in the personal sphere of transformation among those groups.
In this study, the definition of the personal sphere in the transformation is modulated from studies of O'Brien (2013, 2018), Wamsler et al. (2018Wamsler et al. ( , 2019Wamsler et al. ( , 2020Wamsler et al. ( , 2021 and Woiwode et al. (2020Woiwode et al. ( , 2021. The personal sphere includes subjective beliefs, consciousness, values, worldviews, human-nature relatedness and paradigms that influence how people adapt, delineate or reform systems and structures and their behaviours and practices. At the individual scale, Woiwode and colleagues (2021) use the term "inner dimensions", which are also defined under the word "mindsets" (Wamsler, 2018(Wamsler, , 2020. The field of inner transformation is still facing a barrier with traditional approaches and pragmatism. As Woiwode (2020, 2021) suggests, this can be solved by involving a diverse ancien regime of knowledge and practical experiences from scholars and professional specialists. Regarding the definite correspondence of environmental issues and humanities, an integration between inner and outer sustainability should be considered to formulate the strategy to tackle climate emergencies and human beings' lives.
Climate actions are not only taken at the governmental level but also the individual level, especially among the young generation. Young people are not the only victims who will face the impacts of the climate crisis. They can take a shift and create changes in their community. They have their concerns, ideas, expression liberty and capacity to become social change makers, climate activists and ideally essential contributors to mitigate climate variations. However, the correlation between children's vulnerability to climate change and children's potential contribution has yet to be paid strong attention, according to Bartlett (2008), Cocco-Klein & Mauger (2018), and Lawler & Patel (2012). This statement is encouraged by Treichel (2020), which shows a need for more evidence and experimental-based explanations of how future generations can lead the way to undertake climate change adaptation activities.
Taking the initiative, Woiwode et al. (2021) suggest that new forms of science learning and teaching should be reflexive and bring a space where both non-scientist and professionals can get involved in knowledge co-production and exchange have their self-reflection and self-discussion. The experiences gained in such a new form should be based on an action-oriented setting to bring transformative intimacy (Lang et al. 2012;Fazey et al. 2018) and develop their inner dimensions, vital aspects of the present study.
The research title "Art for science communication: The transformation in the personal sphere of adolescents in response to climate change" is a study conducted to measure the potential contributions of art-science partnership to participants' transformational responses to climate change. The data collection process of this study commenced after gaining Ethics Approval from the Human Research Ethics Committee at Curtin University, Australia, with the Approval number: RE2022-0111. The study is committed to fully complying with the strict requirements described in National Health and Medical Research Council's (NHMRC) National Statement on Ethical Conduct in Human Research (2007). This project has been approaching the Milestone 3 stage as the last milestone of the study program.
The study is engaged in the potential contributions of art in science education and communicating climate change to adolescents aged 16 and above. The centres where participants attend occasionally or live at centres are located in Ho Chi Minh City, Vietnam. The centres are social protection organisations established by members to support and provide care for many social protection beneficiaries or those needing social assistance. These groups of participants were chosen for this study as they have less accessible opportunities to participate in extra-curricular activities and learn science through creative approaches due to their low-income family backgrounds and especially the COVID-19 pandemic's longterm financial impact on Vietnam's lower-income status backgrounds. This study allows the underprivileged to articulate their voices on an impacted topic like climate change.
It is not the first time we have heard about climate change and how urgently we must take action to cope with it. Concerning global problems, adolescents are often mentioned as the most vulnerable group to exposure to potential minefields and threats (Eckersley, 1999; Reid, Payne, & Cutter-Mackenzie, 2010). It has been well-defined that young people worldwide have been facing the consequences of the climate crisis, especially those living in developing countries. Therefore, as a specific case study, the current research focuses on developing an understanding and awareness of a select group of young people regarding climate change in Ho Chi Minh City, Vietnam.
However, there are some gaps in what they know precisely and how science communication or climate change communication specifically can tell them and encourage them to express their ideas and interest in this topic and what they can do to adapt to it. In this study, the transformation in the individual sphere, namely at worldview and level of social consciousness in response to the climate crisis, is observed through our observations in each learning session with art involvements, participants' reflective journals and sharing per learning session and interviews. While the climate crisis has been actively requiring governments around the world to have more precise and determining actions and policies, the young generation, considered the future of the world, more or less realise the impacts of climate change affecting their daily life and getting worse when it combines with the COVID-19 pandemic. The problem here and now is that they are learning how climate change is happening in some aspects of their daily life and what causes climate change.
This article presents a practical example of the methodology adopted in this science communication study on climate change topics with adolescents and their personal transformation developed through given learning sessions.

RESEARCH METHODOLOGY
In this part, we only present the research methodology and describe the qualitative approach used for data-gathering and analysis. It further describes the analytic techniques employed and the foundational flow of the research findings. The study's complete data analysis and results are presented in the final thesis of the MPhil student.

Research questions
Regarding research questions and within the context of this paper, we only present one research question, the second in my Master of Philosophy at Curtin University. There is an urgent need to provide current evidence on science communication practice for adolescents. We seek to address this question: To what extent do art-based techniques contribute to participants' personal transformation sphere?
The findings presented in this paper are only valid for one research question of this study.

Sample description
Participants aged 16 to 18 attend community centres in Ho Chi Minh City, Vietnam. Participants in this research are voluntarily and actively joining activities in centres occasionally. As stated, respondents were given a participant information form and participant consent form, read and asked any questions that concerned them. Research respondents were required to sign those two forms to present that their participation in this study was voluntary, and they acknowledged their role and the study's data protection. This study used mature minor consent with participants aged 16-18; therefore, there will be no requirement for guardian/parental consent.
Under the negative impacts of COVID-19, financial-social restrains due to participants' backgrounds and lower level of opportunity access to participate in extra-curricular activities and learn science through creative approaches. This study allows the underprivileged to articulate their voices on an impacted topic like climate change. Table 1 displays the number of boys and girls joining each research activity in four groups. Table 1 Number of participants' gender per group As seen in Table 1, the total number of respondents in groups 1 and 2 is equal, while there is a very slight difference between group 3 (9 participants) and group 4 (11 respondents). However, there is a visible difference between the two genders: 32 male and 14 female participants. Table 3.3 presents the study's research design and the number of respondents based on gender per group. Figure 3.1 illustrates

Research design
In terms of research design, this study applied Solomon's four-group design, which allowed us to assess the fundamental revision of testing (through a Knowledge -Attitude -Practice survey, in short: KAP survey), treatment/intervention (through four learning sessions) and the remarkable correlation between experimental and control groups through an interview with all participants. Solomon's four-group approach provides meaningful insights and differences between experimental and control groups, which is expected to offer essential contributions to transformation research. The present study employed a modified control group design with potentialities for demonstrating and weighting specific interaction effects compared to Solomon's four-design group method (Solomon, 1949).

Phases and instruments of data collection
We collected data for three periods: pretest with two groups, learning sessions with two groups and posttest with four groups, as presented below: Pretest with KAP survey: By joining this activity, participants met with us to discuss their knowledge, attitudes towards climate change, and practices to be taken or considered helpful about climate change adaptation and their media preferences.
Intervention with learning sessions: Four art-based climate change learning activities were designed and facilitated by the student and were provided for participants. We directly assessed participants' changes based on their completion of learning sessions, tasks requested per session, individual sharing and reflective journals. Each session took between 60 to 120 minutes and was facilitated by the facilitator -the MPhil student.
In this study, we applied (1) participant-produced drawing as a research tool and explained why participant-produced drawing was applied in our study to elicit unique insights from research participants, (2) reflective questions given by the facilitator and answers shared by participants with their messages of climate change, and (3) reflective journals.
Participant-produced drawings are artwork created by participants attending learning sessions facilitated by researchers. We asked participants to draw a drawing relatable to the topic, typically using art materials such as watercolours. Through this approach, participants were invited to work visually and present their ideas, experiences, feelings and thoughts on paper, and researchers can discover rich responses by discussing participants' drawings. Billups (2021) addresses the importance of reflection in qualitative research. According to Billups (2021), the ultimate power of reflective practices is that these practices provide researchers with an insightful approach to participants' reflections and unique experiences. Contemplative practices help researchers open a window to understanding the learning process and the transformation of oneself when participants are invited to express their ideas and thoughts in, with and through art. As part of each session, participants wrote a reflective journal to reflect on their learning participation and express their ideas and their assessment of the group interactions that might have occurred during the session.
Post-test with Interviews: All participants in four groups participated in climate change interviews.
These data collection methods were used to define the experiences of research participants, to gain a sense of transformation in the personal sphere over time of each individual after receiving the training and compare essential differences between the four groups.
As mentioned, our team designed and conducted the post-test activity presented by an interview to gather opinions and attitudes about climate from all participants from four groups. They were asked questions to reach the goal and encouraged to share their honest thoughts and voices. The student moderated the talk. The noticeable cleavage between the four groups is found in the length of the text to the highly conceptual themes discovered in their answers.

Research design implementation
Forty-six participants are assigned randomly to four groups involved in the concept of climate change, followed by the research model as illustrated in Table 2. The evident strength of these experimental research designs lies in their capacity to establish causeand-effect correlations and observe the effects of the pre-measurement and that of the measurement. In addition, a qualitative approach was adopted using various complementary methods. The study is committed to providing insights into the personal sphere changes connected with climate change where participants engage in an arts-engaged basis. The six measures to be applied by the researcher includes two actions before the treatment (at time T1), one for the first experimental group and one for the first control group (Groups 1 & 2). The treatment is provided (at time T2) to the two experimental groups (1 & 3). Then (at time T3), four other measures are done after the intervention, one for each study group.

Ethical considerations
Since this study involved the participation of human participants as respondents, ethical principles regarding the conduct codes of the research must be discussed. Ethical concerns are addressed in this qualitative study to protect participants' identities, privacy, and the way the data is used and reported (Billups, 2021). This section focuses on three issues: informed consent, confidentiality, and risk and harm, adapted by Liamputtong (2012).
Informed consent: In this study, we presented each participant with two forms, including (1) Participant Information Form and (2) Participant Consent Form, to ensure that participants fully understand the background of the research, the responsibilities of the participant's involvement, and possible risks associated with their engagement in this study and are entirely aware that their participation in this research project is wholly voluntary.
Confidentiality: Confidentiality refers to the protection of the true identity of the participants (Liamputtong, 2012). The information collected in this research is re-identifiable through codes, which means any information collected that can identify the participant is removed and replaced with a code when analysing the data Risk and harm: Participation in this study has no known risks. Due to the current COVID-19 situation, particularly in Ho Chi Minh City, Vietnam, we were committed to following guidance and instructions strictly from the Ministry of Health in Vietnam, the Department of Health in Ho Chi Minh City, and the HCMC Centre for Disease Control.

Data collection stages
Pretest with KAP survey: By joining this activity, participants met with us to discuss their knowledge, attitudes towards climate change, and practices to be taken or considered helpful about climate change adaptation and their media preferences. Questions and answers were presented through an instrument designed by the student, which is called the KAP survey. To reach our aim with this data instrument collection -the KAP survey, we adapted from Czaja and Blair's five stages of designing a survey (2005),

including (1) Survey design & preliminary planning, (2) Pretesting, (3) Final survey design & planning, (4) Data collection, and (5) data coding, data-file construction, analysis & final report.
The KAP survey aimed to collect all crucial insights from participants to help researchers discover their knowledge, attitudes towards climate change, and practices that they considered helpful about climate change adaptation and their media preferences. Close-ended questions were applied with fivelevel Likert responses for participants, which made questions appear more accessible and understandable to their age group (16-18 years old). Another important consideration that has been taken was how to motivate their active involvement to complete the survey. By informing respondents that (1) their answers are not judged, (2) their personal information is kept confidential, (3) there were no right or wrong answers and encouraging participants to bring any inquiries whenever they do not understand the questions within the KAP survey, or they need a more understandable explanation. A face-to-face survey setting was established while following strictly all guidances of COVID-19 safeguards, which allowed the installation of the first professional interaction and reduced any risk or harm for both participants and researchers.
Using the five stages of survey data of Czaja and Blair (2005), we investigated two points that should be concerned when practising science communication with the public, especially the young generation. The first facet is how we use the language, which should be understandable and close to participants' cognition and comprehension by changing technical terms to their daily and approachable language. The second one is how we -science communicators establish interaction with our audience, encouraging them to cooperate and inviting their openness in conversing with us. Applying Czaja and Blair's (2005) survey design stages to this study helps researchers define the work to be done for a complete and standardised survey design to visualise the future scenarios and actions to be taken to finalise the design before putting it into practice.
Intervention with learning sessions: Since it was stated previously, in this part, we only focused on the flow of our four learning sessions and the content of each learning session. Each session shared the same structure with five steps represented in 5K (in Vietnamese: Khởi động, Kiến thức, Kiến tạo, Kết nối, Kết thúc) which were translated into English as 5C, Commencement, Cognisance, Creation, Connection, and Closure respectively to provide participants with climate crisis knowledge through artinformed approaches. However, the differences between the four learning sessions were the diversity of our flexible implementation triggered by participants' openness and concerns about each topic. By expanding our flexibility in science communication practice, we witnessed that two-way communication between facilitator, participants and their teammates has improved.
Post-test with Interviews: All participants in four groups participated in climate change interviews. These data collection methods were used to define the experiences of research participants, to gain a sense of transformation in the personal sphere over time of each individual after receiving the training and compare essential differences between the four groups.
As mentioned, our team designed and conducted the post-test activity presented by an interview to gather opinions and attitudes about climate from all participants from four groups. They were asked eight interview questions to reach the goal and encouraged to share their honest thoughts and voices.
An in-depth interview was implemented as the final phase of the data collection process. Stages of the interview adapted from Ritchie and Lewis (2003) include: (1) our arrival at the Centre, where participants attend occasionally or live. Respondents were aware of our interview time with them; (2) our introduction of the research; (3) beginning the interview by mentioning our ground rules which partially was mentioned in the participant information form and repeated; (4) during the interview, we came to communicate at a deeper and more content level than usual. This stage was expected to explore participants' critical thinking about given questions; (5) ending the interview with encouraging words for participants' completion of the interview and checking whether participants had any sharing unexpressed.
Our interviews with participants were to get respondents' sharing insights according to our research questions. Therefore, we created a space where we -interviewers and 46 participants -interviewees had the feeling of having a conversation where all ideas, thoughts and expressions (verbal and non-verbal) were accepted and welcomed instead of being involved in a formatted interview of only questions and answers continuously.

Qualitative data analysis stages
In this study, we adopted Pope and Mays's five stages of qualitative data analysis (2006). Table 3 explains in detail how we applied five stages to our study. Pope and Mays' qualitative data analysis stages helped us form solid data analysis based on objective and scientific foundations. Moreover, it helps reduce the researcher's subjectivity in analysing qualitative data and provides the most optimal efficiency of finding research results that meet the project's research question. As presented in Table 3, these stages go from getting acquainted with the data to making the first connection with the data that we had to work with, forming the first definitions of the framework that establish the theme of the whole information, and the figure into a dynamic visual interpretation that captures the salient details of a group of data to ultimately provide concrete explanations and map the correlation structure of the accurate data. Table 3 Five stages of qualitative data analysis Five stages what we did in our qualitative data analysis per stage Stage 1 familiarisation To present raw data into actual data for our analysis, we listened to 46 digital interview recordings from 46 participants and read the interview transcripts.
By listening and reading all 46 qualitative documents, we gained the first connection with what we needed to analyse and the first overview of identifying the main themes and insights shared by each respondent. Moreover, it helped us better understand the connection between our priory knowledge, research question and the actual data and immerse ourselves in understanding and interpreting data in a more structured and holistic approach. Stage 2 identifying a thematic framework The thematic framework of this study, including key themes and codes, was derived from research gaps, literature review, research questions and prior knowledge, and insights raised by respondents. We applied a Computer Assisted Qualitative Data Analysis Software (CAQDAS), called MAXQDA, to productively assist our interview text analysis from 46 participants, linking recurrent themes and codes to a conceptual framework and conducting a systematic content analysis of words and paragraphs. Using MAXQDA, we developed our "code system", which includes three critical themes found in this study based on three research questions, (1) climate change response, (2) personal transformation through art and (3) peer relations through art. As mentioned earlier, since this paper focuses only on personal transformation through art, the findings section only presents the second key theme, "personal transformation through art". Stage 3 indexing MAXQDA offers us a viewable illustration of information on our coded segments and the frequency of coded segments assigned and displayed in the "code system". Moreover, we saved much more time transferring raw data to establishing a set of parent codes and sub-codes with interview text coded and assigned in different colours.

Stage 4 charting
The charting process activated by MAXQDA in this study showed an overview of codes of all documents from four groups with entries for several respondents and how many times each sub-code of three parent codes was assigned to all documents.

Stage 5 mapping and interpretation
In our study, we used the "Code Map" technique of MAXQDA to show interdependence within all sub-codes of each parent code in a visual outlook, which helped us provide viewable explanations for our findings.

FINDINGS
One note that should be emphasised in this section is that the results presented in this paper are importantly focused on the "personal transformation through art" aspect of this MPhil study. The exploration, discovery and thematic analysis are formed and built based on the literature review that has been done and presented before.
In this section, we systematically present the study's findings and give examples from the extraction of interview data collected from research subjects (in the first section). In the second section, we present the code frequency of our qualitative data collected regarding the parent code "personal transformation through art". Providing comparative data between experimental and control groups aims to show the effectiveness of applying art to science communication on climate change.

The central concept of "Personal Transformation through Art" for the research question
We detect four sub-codes from interview data collected with the study population. These four sub-codes are presented in Table 4. Corresponding to each sub-code briefly describes the definition and responses from participants assigned to that sub-code. Table 4 The conceptual framework of the personal transformation sphere through art among participants selfreflection about their world "We will experience more natural disasters and diseasecausing agents affecting our lives."

Individual
Understanding of the World owning subjective interpretation and understanding of the world "deepen our understanding of the issue when learning through painting-produced activities".

Code frequency
The parent code "Personal Transformation Through Art" consists of four sub-codes: 1. Personal understanding of the world 2. Personal Imagination 3. Action in the future 4. Ambassador/Agency The "Visual Tool Profile Comparison Chart" in MAXQDA allows us to compare two experimental and control groups by their code frequency. Using this tool, we can identify similarities and differences between cases in assigned groups regarding code assignment. Essential differences in frequency between groups 1 and 2, groups 3 and 4 in the four sub-codes (personal understanding of the world, personal imagination, future actions, and ambassadors/agencies) of the parent code "Personal Transformation Through Art" are shown in Table 5. Table 5 Code frequency of four sub-codes of parent code "personal transformation through art" The data from Table 5 shows no profound difference between the sub-codes. However, there is a clear difference in the analysis data between the experimental and control groups.
By counting subcode frequencies, we name the first significant difference between the experimental and control groups in individual transformation through art. Results obtained from a crosstab profile comparison reveal the role of learning science through the arts in the participants' transition and their transition experiences in climate change. Table 6 Frequency of four sub-codes in four groups

CONCLUSION
The results of this study will contain two parts: to characterise and describe the potential of transformational pathways created through an integrated art-science approach at the subjects' sphere level and to develop an applicable framework for applying arts in science communication learning to educators and experienced practitioners. The findings of this study will directly benefit society and scientists with practical implications and critical assessment through taking notes from the applied methodology, including participant-produced drawings, observation, group discussions, and in-depth interviews.
The changes in the personal sphere of participants' awareness espouse that proper science communication through art-informed collaboration, which is scarce in the research community, should be considered to achieve future sustainable outcomes. The findings within this study are expected to develop and give an example of a practical methodological framework of how art can get involved and effectively tell young people a creative and attractive story with proper knowledge of climate change adaptation as the future generation. It informs young people and gives participants a creatively generous space to express their interests, concerns, and future actions and raise their voices toward climate change.
Moreover, this study has brought positive outcomes about the Sustainable Development Goals introduced by the United Nations (Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all and Goal 10: Reduce inequality within and among countries). The approach of science communication with art-informed integration to the young generation in creative educational contexts is promising to research about young generation's belief in science and the role of science in their pro-environmental behaviors. By providing art-integrated science communication activities for 16-18 years old adolescents from low-income families, participants in this study were given opportunities to discover more facts and knowledge about climate change. More than that, through learning sessions of this study, they expressed their opinions and actions for their environment, spread their knowledge with others regardless of their background, and fostered ownership.
Although this research is a relatively small-scale exploratory study (46 interviews from four groups), confidence in the expected research results is enhanced by using multiple methods, as mentioned in the previous parts of this article. Given the study's remit, aspects relating to the low level of participants' readiness for art experience and potential threats to their punctual presentation dominate the findings. At the core of the study, it aims to make an in-depth and critical interpretation based on the data analysis through codes. The codes are various in the length of the text, from which group (control or experimental groups) to highly conceptual answers (given by four groups).