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Dissertation/Thesis Abstract

Fostering sustainability: A qualitative interview study exploring how educators work to cultivate nature awareness in young children
by Keller, Rebecca A., M.A., Mills College, 2014, 57; 1557349
Abstract (Summary)

The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability.

Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

Indexing (document details)
Advisor: Nicholson, Julie
Commitee: Kroll, Linda
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 53/01M(E), Masters Abstracts International
Subjects: Early childhood education, Science education
Keywords: Ecological literacy, Educators, Nature awareness, Place-based education, Sustainability, Teaching, Young children
Publication Number: 1557349
ISBN: 978-1-303-94663-9
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