Using the Chemistry Classroom as the Starting Point for Engaging Urban High School Students and Their Families in Pro-Environmental Behaviors

Autor/inn/en	Daubenmire, Patrick L.; van Opstal, Mary T.; Hall, Natalie J.; Wunar, Bryan; Kowrach, Nicole
Titel	Using the Chemistry Classroom as the Starting Point for Engaging Urban High School Students and Their Families in Pro-Environmental Behaviors
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 7 (2017) 1, S.60-75 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2016.1173740
Schlagwörter	Chemistry; Science Instruction; High School Students; Urban Schools; Environmental Education; Telecommunications; Family Environment; Family School Relationship; Informal Education; Museums; Program Effectiveness; Sustainability; Conservation (Environment); Behavior Change; School Community Programs; Surveys; Pretests Posttests; Focus Groups; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Telekommunikationstechnik; Familienmilieu; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Nachhaltigkeit; Conservation; Environment; Konservierung; Bewahung; Umwelt; Survey; Umfrage; Befragung
Abstract	Evolving mobile technology and the rapid spread of STEM-focused informal learning environments have created a unique opportunity to break through the barriers that have traditionally separated diverse learning contexts such as school, family, and community. Previous research suggest that in a well-designed family learning environment, both parents and children can make significant gains in science knowledge, science skills, and positive attitudes toward science, and academic self-efficacy. Families, Organizations, and Communities Understanding Science, Sustainability, and Service (FOCUSSS) is a design-based research project created to blur the boundaries between formal and informal learning contexts: chemistry classrooms (formal environments) and at-home, local, and museum (informal environments). In doing so, adoption of real-world, pro-environmental behaviors can be promoted to have tangible positive impacts on individuals, families, communities, and the environment. Data from this two-year program support that cutting across contexts does indeed correlate with increased self-efficacy in science and positive changes in pro-environmental behavior. Furthermore, the FOCUSSS design framework appears to be quite robust, delivering consistent results across variations including teacher, grade level, school type (neighborhood, charter, private), and parent education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01