Uncovering Students’ Environmental Identity: An Exploration of Activities in an Environmental Science Course

REFERENCES

• American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Washington, DC: American Association for the Advancement of Science.
   Google Scholar
• Bayne, G. (2009). Cogenerative dialogues: The creation of interstitial culture in the New York metropolis. In W. M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 513–528). Rotterdam, the Netherlands: Sense Publishers.
   Google Scholar
• . Blatt, E. N. (2010). An ethnographic investigation of the process of change in students' environmental identity and pro-environmental behavior in an environmental science course. (Doctoral dissertation). ProQuest Dissertations & Theses: Full Text. (Publication No. AAT 3430780).
   Google Scholar
• . Blatt, E. N. (2013a). Exploring environmental identity and behavioral change in an environmental science course. Cultural Studies of Science Education, 8(2), 467–488.
   Google Scholar
• . Blatt, E. N. (2013b). Local tree mapping: A collaborative, place-based activity integrating science, technology, math, and geography. Science Activities: Classroom Projects and Curriculum Ideas, 50(3), 99–109.
   Google Scholar
• . The Belgrade Charter: A Global Framework for Environmental Education. (1975). The Belgrade Charter: A Global Framework for Environmental Education. Retrieved from http://unesdoc.unesco.org/images/0001/000177/017772eb.pdf
   Google Scholar
• Bogner, F.X., & Wiseman, M. (1999). Toward measuring adolescent environmental perception. European Psychologist, 4, 139–151.
   Web of Science ®Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Chawla, L. (1998). Significant life experiences revisited. Journal of Environmental Education, 29(3), 11–21.
   Google Scholar
• Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15–26.
   Google Scholar
• Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 45–65). Cambridge, MA: MIT Press.
   Google Scholar
• Clayton, S., & Opotow, S. (2003). Introduction: Identity and the natural environment. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 45–65). Cambridge, MA: MIT Press.
   Google Scholar
• Clayton, S., & Opotow, S. (Eds.). (2003). Identity and the natural environment: The psychological significance of nature. Cambridge, MA: MIT Press.
   Google Scholar
• Coertjens, L., Boeve-de Pauw, J., De Maeyer, S., & Van Petegem, P. (2010). Do schools make a difference in their students’ environmental attitudes and awareness? Evidence from PISA 2006. International Journal of Science and Mathematics Education, 8, 497–522.
   Web of Science ®Google Scholar
• Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Culen, G.R., & Volk, T.L. (2000). Effects of an extended case study on environmental behavior and associated variables in seventh- and eighth-grade students. The Journal of Environmental Education, 31(2), 9–15.
   Google Scholar
• Dillon, J., Kelsey, E., & Duque-Aristizábal, A.M. (1999). Identity and culture: Theorizing emergent environmentalism. Environmental Education Research, 5, 395–405.
   Google Scholar
• Dunlap, R.E., Van Liere, K.D., Mertig, A.G., & Jones, R.E. (2000). Measuring endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56, 425–442.
   Web of Science ®Google Scholar
• Edelson, D. (2007). Environmental Science for all? Considering Environmental Science for inclusion in the high school core curriculum. Science Educator, 16(1), 42–56.
   Google Scholar
• Frick, J., Kaiser, F., & Wilson, M. (2004). Environmental knowledge and conservation behavior: Exploring prevalence and structure in a representative sample. Personality and Individual Differences, 37, 1597–1613.
   Web of Science ®Google Scholar
• Gee, J.P. (2005). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.
   Google Scholar
• Gilbert, R., & Hoepper, B. (2004). The place of values. In R. Gilbert (Ed.), Studying society and environment: A guide for teachers (pp. 93–111). Southbank, Victoria: Thomson.
   Google Scholar
• Guba, E., & Lincoln, Y. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
   Google Scholar
• Haw, K. (2011). The “changing same” of an “in-between” generation: Negotiating identities through space, place and time. Discourse: Studies in the Cultural Politics of Education, 32, 565–579.
   Web of Science ®Google Scholar
• Haywood, C., & Mac an Ghaill, M. (1997). Materialism and deconstructivism: Education and the epistemology of identity. Cambridge Journal of Education, 27, 261–272.
   Google Scholar
• Hitlin, S. (2003). Values as the core of personal identity: Drawing links between two theories of self. Social Psychology Quarterly, 66, 118–137.
   Web of Science ®Google Scholar
• Holmes, S.J. (2003). Some lives and some theories. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 25–41). Cambridge, MA: MIT Press.
   Google Scholar
• Horwitz, W.A. (1996). Developmental origins of environmental ethics: The life experiences of activists. Ethics & Behavior, 6(1), 29–54.
   Web of Science ®Google Scholar
• Hsu, S. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The Journal of Environmental Education, 35(2), 37–48.
   Google Scholar
• Hwang, Y., Kim, S., & Jeng, J. (2000). Examining the causal relationships among selected antecedents of responsible environmental behavior. Journal of Environmental Education, 31(4), 19–25.
   Google Scholar
• Johnson, B., & Manoli, C.C. (2011). The 2-MEV Scale in the US: A measure of children's environmental attitudes based on the Theory of Ecological Attitude. Journal of Environmental Education, 42(2), 84–97.
   Web of Science ®Google Scholar
• Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1990). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company.
   Google Scholar
• Kaiser, F.G., & Fuhrer U. (2003). Ecological behavior's dependency on different forms of knowledge. Applied Psychology: An International Review, 52, 598–613.
   Web of Science ®Google Scholar
• Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity towards nature as a motivational basis to protect nature. Environment & Behavior, 31, 178–202.
   Web of Science ®Google Scholar
• Kempton, W., & Holland, D.C. (2003). Identity and sustained environmental practice. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 317–341). Cambridge, MA: MIT Press.
   Google Scholar
• Kuhlemeier, H., van der Bergh, H., & Lagerweij, N. (1999). Environmental knowledge, attitudes, and behavior in Dutch secondary education. Journal of Environmental Education, 30(2), 4–14.
   Google Scholar
• McCune, V. (2009). Final year biosciences students’ willingness to engage: Teaching–learning environments, authentic learning experiences and identities. Studies in Higher Education, 34, 347–361.
   Web of Science ®Google Scholar
• Meinhold, J.L., & Malkus, A.J. (2005). Adolescent environmental behaviors: Can knowledge, attitudes, and self-efficacy make a difference? Environment and Behavior, 37, 511–532.
   Web of Science ®Google Scholar
• Myers, G., & Russell, A. (2003). Human identity in relation to wild black bears: A natural-social ecology of subjective creatures. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 45–65). Cambridge, MA: MIT Press.
   Google Scholar
• National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
   Google Scholar
• National Science Teachers Association. (1992). Scope, sequence, and coordination of secondary school science: The content core. Washington, DC: Author.
   Google Scholar
• Oulton, C., Dillon, J., & Grace, M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26, 411–423.
   Web of Science ®Google Scholar
• Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. New York, NY: Routledge.
   Google Scholar
• Payne, P. (2000). Identity and environmental education. Environmental Education Research, 7(1), 67–88.
   Google Scholar
• Richins, M. (2004). The material values scale: Measurement properties and development of a short form. Journal of Consumer Research, 31, 209–219.
   Web of Science ®Google Scholar
• Schwartz, S. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues, 50(4), 19–45.
   Web of Science ®Google Scholar
• Scott, W., & Gough, S. (2003). Sustainable development and learning: Framing the issues. New York, NY: RoutledgeFalmer.
   Google Scholar
• Searles, H.F. (1960). The nonhuman environment, in normal development and schizophrenia. New York, NY: International Universities Press.
   Google Scholar
• Stradling, R. (1985). Controversial issues in the curriculum. Bulletin of Environmental Education, 170, 9–13.
   Google Scholar
• Stryker, S. (1980). Symbolic interactionism: A social structural version. Menlo Park, CA: Benjamin Cummings.
   Google Scholar
• Stryker, S. (2004). Integrating emotion into identity theory. Advances in Group Processes, 21, 1–23.
   Google Scholar
• Taskin, O. (2009). The environmental attitudes of Turkish senior high school students in the context of postmaterialism and the New Environmental Paradigm. International Journal of Science Education, 31, 481–502.
   Web of Science ®Google Scholar
• Thomashow, M. (1995). Ecological identity: Becoming a reflective environmentalist. Cambridge, MA: MIT Press.
   Google Scholar
• Turner, J.H., & Stets, J.E. (2005). The sociology of emotions. Cambridge, MA: Cambridge University Press.
   Google Scholar
• van Eijck, M., & Roth, W-M. (2010). Towards a chronotopic theory of “place” in place-based education. Cultural Studies of Science Education, 5, 869–898.
   Google Scholar
• Walsh-Daneshmandi, A., & MacLachlan, M. (2006). Toward effective evaluation of environmental education: Validity of the children's environmental attitudes and knowledge scale using data from a sample of Irish adolescents. Journal of Environmental Education, 37(2), 13–23.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Zavestoski, S. (2003). Constructing and maintaining ecological identities: The strategies of deep ecologists. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 297–315). Cambridge, MA: MIT Press.
   Google Scholar
• Zecha, S. (2010). Environmental knowledge, attitudes, and actions of Bavarian (southern Germany) and Asturian (northern Spain) adolescents. International Research in Geographical and Environmental Education, 19, 227–240.
   Google Scholar