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首页> 外文期刊>The journal of environmental education >Priorities, identity and the environment: Negotiating the early teenage years
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Priorities, identity and the environment: Negotiating the early teenage years

机译：优先事项，身份和环境：谈判初期

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This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence, and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. First, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.
机译：这项研究的重点是10名新西兰学生从小学晚期到初中的学习过程中对环境身份的协商。与这些学生及其父母的访谈集中在环境教育中突出的六个理论观点上：重要的生活经历，变革性学习，环境素养，价值观，行动能力和环境认同。出现了13个主要主题，并根据两个总体发现进行了讨论。首先，描述了在有效的可持续性环境教育（EEfS）学习中，家庭和学校影响力之间深层次的，综合的和关键性的共鸣，并提出了如何更好地考虑到这一点的建议。其次，关注青少年早期的复杂谈判表明，如何在中学中更有效地促进EEfS。

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