Uncovering students environmental identity: An exploration of activities in an environmental science course

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This study at a public high school in the Northeastern United States explores how students environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.

Original languageEnglish (US)
Pages (from-to)194-216
Number of pages23
JournalJournal of Environmental Education
Volume45
Issue number3
DOIs
StatePublished - Jul 3 2014

Fingerprint

student
science
environmental issue
teacher
teaching
semester
school grade
classroom
environmental science
Teaching
interview
school

All Science Journal Classification (ASJC) codes

  • Education
  • Environmental Science(all)

Cite this

@article{356db45e18d74ec6a6e0305929b3fcb1,
title = "Uncovering students environmental identity: An exploration of activities in an environmental science course",
abstract = "This study at a public high school in the Northeastern United States explores how students environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.",
author = "Erica Blatt",
year = "2014",
month = "7",
day = "3",
doi = "10.1080/00958964.2014.911139",
language = "English (US)",
volume = "45",
pages = "194--216",
journal = "Journal of Environmental Education",
issn = "0095-8964",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Uncovering students environmental identity

T2 - An exploration of activities in an environmental science course

AU - Blatt, Erica

PY - 2014/7/3

Y1 - 2014/7/3

N2 - This study at a public high school in the Northeastern United States explores how students environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.

AB - This study at a public high school in the Northeastern United States explores how students environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.

UR - http://www.scopus.com/inward/record.url?scp=84901718460&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84901718460&partnerID=8YFLogxK

U2 - 10.1080/00958964.2014.911139

DO - 10.1080/00958964.2014.911139

M3 - Article

AN - SCOPUS:84901718460

VL - 45

SP - 194

EP - 216

JO - Journal of Environmental Education

JF - Journal of Environmental Education

SN - 0095-8964

IS - 3

ER -