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Environmental Education Research Volume 24, 2018 - Issue 5
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Articles

How the environment is positioned in the Next Generation Science Standards: a critical discourse analysis

Elizabeth HufnagelSchool of Learning and Teaching, University of Maine, Orono, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-2866-4901
ORCID Icon,
Gregory J. KellyCollege of Education, The Pennsylvania State University, University Park, Pennsylvania, USA
&
Joseph A. HendersonSchool of Education, University of Delaware, Newark, USA
Pages 731-753 | Received 09 Dec 2016, Accepted 18 May 2017, Published online: 08 Jun 2017

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Sarah R. Stapleton & Khahlela Reif. (2022) Teaching outside as third space: toward school science that acknowledges student ecological expertise. Environmental Education Research 28:9, pages 1373-1390.
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Gabby Salazar, Kenneth C. Rainer, Lauren A. Watkins, Martha C. Monroe & Sadie Hundemer. (2022) 2020 to 2040: Visions for the future of environmental education. Applied Environmental Education & Communication 21:2, pages 182-203.
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Greg Lowan-Trudeau. (2021) Indigenous environmental media coverage in Canada and the United States: A comparative critical discourse analysis. The Journal of Environmental Education 52:2, pages 83-97.
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Lynne Zummo, Emma Gargroetzi & Antero Garcia. (2020) Youth voice on climate change: using factor analysis to understand the intersection of science, politics, and emotion. Environmental Education Research 26:8, pages 1207-1226.
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Heather F. Clark, William A. Sandoval & Jarod N. Kawasaki. (2020) Teachers’ uptake of problematic assumptions of climate change in the NGSS. Environmental Education Research 26:8, pages 1177-1192.
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