Using the chemistry classroom as the starting point for engaging urban high school students and their families in pro-environmental behaviors

References

• Ajzen, I. (1991). The theory of planned behaviour. Organizational Behaviour and Human Decision Processes, 50(2), 179–211. doi: 10.1016/0749-5978(91)90020-T
   Google Scholar
• Anastas, P., & Eghbali, N. (2010). Green chemistry: Principles and practice. Chemical Society Reviews, 39(1), 301–312. doi: 10.1039/B918763B
   Google Scholar
• Bamberg, S., & Moser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of Environmental Psychology, 27(1), 14–25. doi: 10.1016/j.jenvp.2006.12.002
   Google Scholar
• Bell, P., Bricker, L., Reeve, S., Zimmerman, H. T., & Tzou, C. (2013). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. LOST Opportunities, 23, 119–140. Springer. doi: 10.1007/978-94-007-4304-5_9
   Google Scholar
• Bevan, B. (2014, April 11). Ecological perspectives: Three models. [Video file]. Retrieved from http://researchandpractice.org/videos/193
   Google Scholar
• Bevan, B., Dillon, J., Hein, G., Macdonald, M., Michalchik, V., Miller, D., … Yoon, S. (2010). Making science matter: Collaborations between informal science education organizations and schools. A CAISE Inquiry Group Report. Washington, DC: Center for Advancement of Informal Science Education (CAISE).
   Google Scholar
• Brassett-Grundy, A. (2002). Parental perspectives of family learning. (No. 2). London: Centre for Research on the Wider Benefits of Learning, University of London.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi: 10.3102/0013189X018001032
   Google Scholar
• Butts, B., (Executive Producers), & Butts, M. R. (Director). (2012). Space Junk [Motion picture]. Melrae Pictures.
   Google Scholar
• Buxton, C. A. (2010). Social problem solving through science: An approach to critical, place-based, science teaching and learning. Equity & Excellence in Education, 43(1), 120–135. doi: 10.1080/10665680903408932
   Google Scholar
• Cobb, P., Confrey, J., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi: 10.3102/0013189X032001009
   Google Scholar
• Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Dworkin, J. B., Larson, R., & Hansen, D. (2003). Adolescents’ accounts of growth experiences in youth activities. Journal of Youth and Adolescence, 32(1), 17–26. doi: 10.1023/A:1021076222321
   Google Scholar
• Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
   Google Scholar
• Edelson, D. C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning Sciences, 11(1), 105–121. doi: 10.1207/S15327809JLS1101_4
   Google Scholar
• Haggart, J. (2000). Learning legacies: A guide to family learning. Leicester: National Institute of Adult Continuing Education.
   Google Scholar
• Joseph, D. (2004). The practice of design-based research: Uncovering the interplay between design, research, and the real-world context. Educational Psychologist, 39(4), 235–242. doi: 10.1207/s15326985ep3904_5
   Google Scholar
• Katzev, R. D., & Johnson, T. R. (1987). Promoting energy conservation: An analysis of behavioral research.
   Google Scholar
• Kelly, M., Little, S., Phelps, K., Roble, C., & Zint, M. (2012). Watershed outreach professionals’ behavior change practices, challenges, and needs. Applied Environmental Education & Communication, 11(1), 35–52. doi: 10.1080/1533015X.2012.728066
   Google Scholar
• Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. doi: 10.1080/13504620220145401
   Google Scholar
• MacDonald, R. J. (2008). Professional development for information communication technology integration: Identifying and supporting a community of practice through design-based research. Journal of Research on Technology in Education, 40(4), 429. doi: 10.1080/15391523.2008.10782515
   Google Scholar
• McDonald, J., Mohr, N., Dichter, A., & McDonald, E. C. (2013). The power of protocols: An educator’s guide to better practice (3rd ed.). New York, NY: Teacher’s College Press.
   Google Scholar
• McDonough, W., & Braungart, M. (2002). Remaking the way we make things: Cradle to cradle. New York, NY: North Point Press.
   Google Scholar
• McKenzie-Mohr, D. (2002). The next revolution: Sustainability. In P. Schmuck & W. P. Schultz (Eds.), Psychology of sustainable development (pp. 19–36). New York: Springer.
   Google Scholar
• Mitra, D. L. (2004). The significance of students: Can increasing student voice in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688. doi: 10.1111/j.1467-9620.2004.00354.x
   Google Scholar
• National Science Foundation. (2010). Transforming STEM learning program solicitation (NSF publication no. nsf10602). Washington, DC. Retrieved from http://www.nsf.gov/pubs/2010/nsf10602/nsf10602.htm
   Google Scholar
• NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Ostlund, K., Gennaro, E., & Dobbert, M. (1985). A naturalistic study of children and their parents in family learning courses in science. Journal of Research in Science Teaching, 22(8), 723–741. doi: 10.1002/tea.3660220805
   Google Scholar
• Owens, J., Dickerson, S., & Macintosh, D. L. (2000). Demographic covariates of residential recycling efficiency. Environment and Behavior, 32(5), 637–650. doi: 10.1177/00139160021972711
   Google Scholar
• Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith, & C. Bereiter (Eds.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265–283. doi: 10.1207/s15327809jls0303_3
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In K. DiStephano, E. Rudestam, & R. Silverman (Eds.), Encyclopedia of distributed learning (pp. 269–273). Thousand Oaks, CA: Sage.
   Google Scholar
• Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge: Cambridge University Press.
   Google Scholar
• Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55(1), 79. doi: 10.1037/0003-066X.55.1.79
   Google Scholar
• Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29(3), 309–317. doi: 10.1016/j.jenvp.2008.10.004
   Google Scholar
• Trost, B. M. (1991). The atom economy-a search for synthetic efficiency. Science, 254, 1471–1477. doi: 10.1126/science.1962206
   Google Scholar
• US Partnernship for Education for Sustainable Development (USPESD). (2009). National education for sustainability K-12 student learning standards version 3.
   Google Scholar
• World Commission on Environment and Development (WCED). (1987). Report of the world commission on environment and development: ‘our common future’. New York, NY: United Nations.
   Google Scholar
• Wysession, M. E. (2013). The Next Generation Science Standards and the earth and space sciences. The Science Teacher, 80(4), 31–37.
   Google Scholar