876 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 41 DOI: 10.4018/978-1-5225-0803-8.ch041 ABSTRACT This chapter introduces three arts projects that employ diferent collaborative methods to promote climate change awareness through community-based environmental education. The artworks provide new access points to climate change information, rather than acting as a representative for the discipline of science. This allows diferent ways of knowing about climate change through the experience of the artworks. The artworks were created through collaboration between scientists and creative practitioners, such as artists or designers, who has expertise in communicating information to a non-expert audience. The collaboration is aided through the creation of a boundary object, which allows creative practitioners to develop their understanding of the science they are presenting to their audience. The artworks also act as a boundary object between the scientist and the general public, allowing both groups to understand and transform their knowledge about climate change. INTRODUCTION This chapter examines innovative art and science collaborations that facilitate education, community engagement and foster informed responses to climate change. The authors will describe the relevant disciplines, the different modes of collaboration and points of exchange. Climate change education can be imparted through innovative installation artworks, in a variety of contexts, using a range of media. Climate Change Education through Art and Science Collaborations Phillip Gough The University of Sydney, Australia Kate Dunn The University of NSW, Australia & The University of Sydney, Australia Caitilin de Bérigny The University of Sydney, Australia