Dissertation/Thesis Abstract

Developing Ecological Identities in High School Students through a Place-Based Science Elective
by Porter, Kelly Allison, M.S., California State University, Long Beach, 2018, 72; 10839975
Abstract (Summary)

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.

Indexing (document details)
Advisor: Martin-Hansen, Lisa
Commitee: Colburn, Alan, Whitcraft, Christine
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 58/02M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Ecology, Secondary education, Science education
Keywords: Ecojustice, Ecological identity, Motivation, Nature relatedness, Place-based education, Self-efficacy
Publication Number: 10839975
ISBN: 9780438464933
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