Empirical research within science education settings tells us that there is a need for new curricular approaches in the teaching of complex and contentious science-based issues, such as climate change. A lot of science educational research looks at a need to teach students "functional scientific literacy" in that we are not just learning about science, but also looking at the ways in which society uses that science through dialogue, comprehension, and action. The significance of this dissertation is that perspective taking, as an educational practice, can offer reflective and reflexive tools so that whether an individual holds a moral stance on an issue or not, at least we can begin to see how others may view the same issue through a moral lens, while thinking critically about the scientific nature of the issue. "Socioscientific perspective taking" is an educational framework which guided this dissertation in developing a "Four Quadrant"-designed curriculum capable of teaching individual and collective perspectives on climate change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]