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Developing ecological identities in high school students through a place-based science elective

Author: Kelly Allison Porter
Publisher: [Long Beach, California] : California State University, Long Beach, 2018.
Dissertation: M.S. California State University, Long Beach 2018
Series: California State University, Long Beach.; Master's thesis collection, Department of Science Education.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook   Computer File : English
Summary:
Abstract: With the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students’ ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented,  Read more...
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Details

Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Kelly Allison Porter
ISBN: 9780438464933 0438464931
OCLC Number: 1083530174
Description: 1 online resource (vi, 66 pages).
Series Title: California State University, Long Beach.; Master's thesis collection, Department of Science Education.
Responsibility: by Kelly Allison Porter.

Abstract:

Abstract: With the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students’ ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented, including a campus habitat design project. Pre and post tests for three instruments were used to assess 25 high school freshmen, half of whom are members of a STEM program. There was an increase in nature relatedness, motivation and self-efficacy for STEM students but not for non-STEM students. The research study demonstrated the effectivity of using place-based curriculum within classes to encourage student connection, empowerment and involvement. Support for teachers to develop targeted mentoring of students’ abilities and interests are needed and can help develop informed, involved global citizens.

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