http://orcid.org/0000-0003-2299-6534
My dissertation used a learning ecosystems framework to examine the complex nature of environmental interest and identity development which unfold in dynamic, non-linear ways across time and space, including schools, homes, and out-of-school settings. I began by reviewing use of the learning ecosystem framework in educational research where it is widely, if superficially, applied. I proposed enriching the framework by drawing lessons from adaptive management of biological ecosystems and applying two conceptual shifts: 1) the decentering of individuals with a turn towards relational processes as a unit of analysis, and 2) an embrace of place and materiality as key learning ecosystem elements. I then applied this more robust framework to two empirical studies, both of which used collaborative research-practice partnerships in Pittsburgh, PA, USA that aimed to build trust between researchers and practitioners in order to co-create knowledge and inform action.
In Study 1, conducted with Carnegie Museum of Natural History, I examined interest development across the learning ecosystem through analysis of 18 life-history interviews of adult naturalists. One key finding was that out-of-school programs often triggered early interest, but didn’t provide structure for individual interest development. The need for informal programs to play this role may be less salient where other opportunities to grow environmental interest exist, such as family engagement. But for youth that have fewer opportunities to engage with nature, informal education programs may play an important role in providing more than just exposure.
In Study 2, conducted with the Pittsburgh Parks Conservancy, I explored this challenge through a nested case study of an informal science program designed to deepen adolescent environmental interest. Using micro-ethnographic approaches, I examined how relational processes between youth, educators, and nonhuman nature supported interest development. My analysis of four focal cases revealed three key program infrastructures: 1) encouraging physical touch between youth and nonhuman nature; 2) positioning youth as caretakers of land and waters; and 3) offering facilitated mentorships to help youth envision themselves as environmental people. Together, the studies reveal novel approaches to apply the learning ecosystem framework in the design of educational systems that foster environmental interest and identity development.
Supervisors:
Drs. Kevin Crowley (chair), Thomas Akiva, Jennifer Lin Russell, Frances A. Pearman, and Stephen J. Tonsor
Conferring University: University of Pittsburgh
Year of award: 2020
Associated Papers:
Hecht, M., and Crowley, K. (2020). Unpacking the Learning Ecosystem Framework: Lessons from the Adaptive Management of Biological Systems. Journal of the Learning Sciences, 2(29).
Hecht, M., Knutson, K. & Crowley, K. (2019). Becoming a Naturalist: Interest Development Across the Learning Ecology. Science Education, 103(3), 691–713.