Children's environmental identity and the elementary science classroom

Tugurian Linda P.; Carrier Sarah J.

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Children's environmental identity and the elementary science classroom

机译：儿童的环境身份与基础科学课堂

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摘要

This qualitative research explores children's environmental identity by describing how fifth grade children view their relationship with the natural world alongside their experience of elementary school science. Qualitative analysis of in-depth interviews with 17 grade 5 children was supported with a survey that included responses to open-ended survey items. Analyses convey that children recognize and describe their own environmental identity, but that identity is often unacknowledged in the science classroom. This lack of acknowledgment may limit connections of school science to children's interests and emotional attachment to the natural world.

机译：这项定性研究通过描述五年级孩子如何看待他们与自然世界的关系以及小学科学的经验，探索了孩子们的环境特征。一项对不限成员名额调查项目的回答的调查支持了对17名5年级儿童进行深入访谈的定性分析。分析表明，孩子们认识并描述了他们自己的环境身份，但这种身份通常在科学教室中未被认可。缺乏认识可能会限制学校科学与儿童兴趣和对自然世界的情感依恋的联系。

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《The journal of environmental education》 |2017年第3期|143-153|共11页
作者
Tugurian Linda P.; Carrier Sarah J.;
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作者单位

Durham Publ Sch, Durham, NC USA;

North Carolina State Univ, Raleigh, NC 27695 USA;

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原文格式 PDF
正文语种 eng
中图分类
关键词
education; elementary; environmental identity; science;

机译：教育;基础;环境特性;科学;

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Children's environmental identity and the elementary science classroom

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