{"title":"将环境认同研究引入课堂:考察影响其在文献中当前使用的理论基础","authors":"Wendy Simms","doi":"10.1080/03057267.2020.1736379","DOIUrl":null,"url":null,"abstract":"ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1736379","citationCount":"3","resultStr":"{\"title\":\"Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature\",\"authors\":\"Wendy Simms\",\"doi\":\"10.1080/03057267.2020.1736379\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.\",\"PeriodicalId\":49262,\"journal\":{\"name\":\"Studies in Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2020-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/03057267.2020.1736379\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03057267.2020.1736379\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2020.1736379","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature
ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity theories, and those grounded in the conservation movement that revolve around understanding and promoting environmentally responsible behaviours. As expected, these foundational theories were inconsistent in the emphasis given to the social versus physical context within which environmental identities develop. Social network analysis was used to analyse the network of literature reviewed. This revealed that Susan Clayton’s interpretation of environmental identity had greatly influenced the educational research reviewed. However, her definition of environmental identity and the environmental identity scale she developed greatly emphasise the physical context. This commonly referenced interpretation recognises nature as the social ‘other’ and leaves little room to recognise the human social ‘other’ in environmental identity development. The author calls for the consideration of both social and physical contexts in environmental identity research, as well as transparency in the interpretation of the construct for research purposes.
期刊介绍:
The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to:
maintaining and developing the highest standards of scholarship associated with the journal;
publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin;
publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity.
Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers.
Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.