1,670
Views
22
CrossRef citations to date
0
Altmetric
Research Article

Children's environmental identity and the elementary science classroom

&

References

  • Akkerman, S. F., & Van Eijck, M. (2013). Re-theorising the student dialogically across and between boundaries of multiple communities. British Educational Research Journal, 39(1), 60–72.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617–639.
  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193–224.
  • Basu, S. J., & Calabrese-Barton, A. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466–489. doi:10.1002/tea.20143
  • Blatt, E. N. (2013). Exploring environmental identity and behavioral change in an environmental science course. Cultural Studies of Science Education, 8(2), 467–488.
  • Bruni, C., Chance, R. & Schultz, P. W. (2012). Measuring values-based environmental concerns in children: An environmental motives scale. The Journal of Environmental Education, 43(1), 1–15.
  • Bruni, C., & Schultz, P. W. (2010). Implicit beliefs about self and nature: Evidence from an IAT game. Journal of Environmental Psychology, 30(1), 95–102.
  • Burriss, K., & Burriss, L. (2011). Outdoor play and learning: Policy and practice. International Journal of Education Policy and Leadership, 6(8), 1–13.
  • Calabrese-Barton, A. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379–394.
  • Calabrese-Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871–889.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
  • Carrier, S. J., Tugurian, L. P. & Thomson, M. M. (2013). Elementary science indoors and out: Teachers, time, and testing. Research in Science Education, 43(5), 2059–2083.
  • Cervinka, R., Röderer, K., & Hefler, E. (2012). Are nature lovers happy? On various indicators of well-being and connectedness with nature. Journal of Health Psychology, 17(3), 379–388.
  • Chawla, L. (2001). Significant life experiences revisited once again: Response to vol. 5(4) Five critical commentaries on significant life experience research in environmental education. Environmental Education Research, 7(4), 451–461.
  • Chawla, L., & Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437–452.
  • Cheng, J., & Monroe, M. (2012). Connection to nature: Children's affective attitude toward nature. Environment and Behavior, 44(1), 31–49.
  • Clayton, S. (2003). Environmental identity: conceptual and 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.
  • Clayton, S. (2012). Environment and identity. Handbook of environmental and conservation psychology (pp. 164–180). New York, NY: Oxford.
  • Clayton, S., & Opotow, S. (Eds.). (2003). Identity and the natural environment: The psychological significance of nature. Cambridge, MA: MIT Press.
  • Cobern, W. W. (2000). Everyday thoughts about nature: A worldview investigation of important concepts students use to make sense of nature with specific attention to science (Vol. 9). The Netherlands: Kluwer Academic Publishers.
  • Cobern, W., Gibson, A., & Underwood, S. (1999). Conceptualizations of nature: An interpretive study of 16 ninth graders' everyday thinking. Journal of Research in Science Teaching, 36(5), 541–564.
  • Coyle, K. J. (2009). Time out: Using the outdoors to enhance classroom performance. Reston, VA: National Wildlife Federation.
  • DeGuir-Gunby, J. T., Marshall, P. L., & McCulloch, A. W. (2011). Developing and using a codebook for the analysis of interview data: An example from a professional development research project. Field Methods, 23(2), 136–155.
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107–111.
  • Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education, 14(1), 28–45.
  • Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39.
  • Erickson, E. H. (1968). Identity, youth, and crisis. New York, NY: W.W. Norton & Company.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577–598.
  • Erstad, O., & Sefton-Green, J. (Eds.). (2013). Identity, community, and learning lives in the digital age. Cambridge, England: Cambridge University Press.
  • Frantz, C., & Mayer, F. S. (2009). The emergency of climate change: Why are we failing to take action? Analyses of Social Issues and Public Policy, 9(1), 205–222.
  • Frantz, C. M., & Mayer, F. S. (2014). The importance of connection to nature in assessing environmental education programs. Studies in Educational Evaluation, 41, 85–89.
  • Gough, A. (2002). Mutualism: A different agenda for environmental and science education. International Journal of Science Education, 24(11), 1201–1215.
  • Hadzigeorgiou, Y. (2012). Fostering a sense of wonder in the science classroom. Research in Science Education, 42(5), 985–1005.
  • Howell, A., Dopko, R., Passmore, H., & Buro, K. (2011). Nature connectedness: Associations with well-being and mindfulness. Personality and Individual Differences, 51(2), 166–171.
  • Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4), 575–611.
  • Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., & Watkins, S. C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
  • Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage.
  • Kals, E., & Ittner, H. (2003). Children's environmental identity, indicators and behavioral impacts (pp. 135–157), Cambridge, MA: The MIT Press.
  • Kaplan, R., & Kaplan, S. (2002). Adolescents and the natural environment: A time out. In P. H. Kahn & S. R. Kellert (Eds.), Children and nature. Psychological, sociocultural, and evolutionary investigations (pp. 227–257). Cambridge, MA: The MIT Press.
  • Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 117–151). Cambridge, MA: The MIT Press.
  • Kohlstedt, S. G. (2010). Teaching children science: Hands-on nature study in North America, 1890–1930. Chicago, IL: University of Chicago Press.
  • Kossack, A., & Bogner, F. (2012). How does a one-day environmental education programme support individual connectedness with nature? Journal of Biological Education, 46(3), 180–187.
  • Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2010). Learning bridges: Toward participatory learning environments. Helsinki, Finland: CICERO Learning, University of Helsinki. Retrieved from https://helda.helsinki.fi/handle/10138/15631
  • Lave, J. W., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
  • Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370–384.
  • Lindemann-Matthies, P. (2005). Loveable mammals and lifeless plants: How children's interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677.
  • Malone, K. (2008). Every experience matters: An evidence-based research report on the role of learning outside the classroom for children's whole development from birth to eighteen years. Report commissioned by Farming and Countryside Education for UK Department Children, School and Families, Wollongong, Australia.
  • Mayer, F. S., & Frantz, C. (2004). The connectedness to nature scale: A measure of individuals' feeling in community with nature. Journal of Environmental Psychology, 24(4), 503–515.
  • Mayer, F. S., Frantz, C., Bruehlman-Senecal, E., & Dolliver, K. (2009). Why is nature beneficial? The role of connectedness to nature. Environment and Behavior, 41(5), 607–643.
  • Müller, M., Kals, E., & Pansa, R. (2009). Adolescents' emotional affinity toward nature: A cross-societal study. Journal of Developmental Processes, 4(1), 59–69.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
  • Nisbet, E., Zelenski, J., & Murphy, S. (2009). The nature relatedness scale: Linking individuals' connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715–740.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Palmer, J. A., Suggate, J., Robottom, I., & Hart, P. (1999). Significant life experiences and formative influences on the development of adults' environmental awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181–200.
  • Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67–88.
  • Perkins, H. E. (2010). Measuring love and care for nature. Journal of Environmental Psychology, 30(4), 455–463.
  • Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K. C. Schrøder, P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 15–35). The Netherlands: Sense Publishers.
  • Ryan, R., & Deci, E. (2003). On assimilating identities to the self: A self-determination theory perspective on internalization and integrity within cultures. In M. R. Leary & M. G. Tangney (Eds.), Handbook of self and identity (pp. 253–272). New York, NY: Guilford Press.
  • Saunders, C. (2003). The emerging field of conservation psychology. Human Ecology Review, 10(2), 137–149.
  • Schultz, P. W. (2002). Inclusion with nature: The psychology of human-nature relations. In P. Schmuck & W. P. Schultz (Eds.), Psychology of sustainable development (pp. 61–78). The Netherlands: Kluwer Academic Publishers.
  • Sobel, D. (2002). Children's special places: Exploring the role of forts, dens, and bush houses in middle childhood. Detroit, MI: Wayne State University Press.
  • Stets, J., & Biga, C. (2003). Bringing identity theory into environmental sociology. Sociological Theory, 21(4), 398–423.
  • Tam, K. P. (2013). Concepts and measures related to connection to nature: Similarities and differences. Journal of Environmental Psychology, 34, 64–78.
  • Thomson, S., & Fleming, N. (2004). Examining the evidence: Science achievement in Australian schools in TIMSS 2002 (TIMSS Australian Monograph no. 6). Melbourne, Australia: Australian Council for Educational Research.
  • Wells, N., & Lekies, K. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1), 1–24.
  • Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and method. Philadelphia, PA: Open University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.