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

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2020-01-02 DOI:10.1080/03057267.2020.1736379
Wendy Simms
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引用次数: 3

摘要

摘要对文献进行了理论回顾,以了解当前环境身份是如何被解释和应用的,从而使该结构能够适当地扩展到课堂环境中。该综述发现,有三种关键的基础哲学有助于解释教育领域的环境身份:埃里克森身份理论、米德身份理论,以及那些以理解和促进对环境负责的行为为基础的保护运动。正如预期的那样,这些基础理论在强调环境身份发展的社会与物理背景方面是不一致的。运用社会网络分析法对网络文献进行综述分析。这表明苏珊·克莱顿对环境身份的解释对所回顾的教育研究产生了重大影响。然而,她对环境身份的定义和她开发的环境身份量表极大地强调了物理背景。这种通常被引用的解释承认自然是社会的“他者”,在环境认同发展中几乎没有空间承认人类的社会“他者”。作者呼吁在环境身份研究中同时考虑社会和物理背景,并在出于研究目的解释结构时保持透明。
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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.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
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.
期刊最新文献
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