Science education bears the broader objective of nurturing students today to be scientifically-literate citizens of tomorrow who are able to foresee challenges, invent solutions and make responsible decisions for global issues. As a prelude to the new focus of agency in the Anthropocene, this paper presents an intervention on climate change with upper secondary students in a museum of natural history in England. Instructional strategies such as infusing scenarios and arts into scientific discussions were adopted to induce imagination, future-oriented thinking and emotional responses. Statistical results showed that the intervention significantly enhanced participants’ futures literacy, environmental agency and positive emotions. However, it did not increase their interests in learning science in out-of-school context. Implications of this study will shed light on futurising science and climate education in research and practice.

科学教育具有更广泛的目标，即培养当今的学生成为具有科学素养的明天公民，他们能够预见挑战、发明解决方案并针对全球问题做出负责任的决策。作为人类世中能动性新焦点的前奏，本文介绍了英格兰自然历史博物馆中与高中生对气候变化的干预。采用将情景和艺术注入科学讨论等教学策略，以诱导想象力、面向未来的思维和情绪反应。统计结果表明，干预显著提高了参与者的未来素养、环境能动性和积极情绪。然而，这并没有增加他们在校外学习科学的兴趣。这项研究的意义将阐明在研究和实践中将科学和气候教育的未来化。