(Re)Designing for Engagement in a Project-Based AP Environmental Science Course

Autor/inn/en	Tierney, Gavin; Goodell, Alexandra; Nolen, Susan Bobbitt; Lee, Nathanie; Whitfield, Lisé; Abbott, Robert D.
Titel	(Re)Designing for Engagement in a Project-Based AP Environmental Science Course
Quelle	In: Journal of Experimental Education, 88 (2020) 1, S.72-102 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2018.1535479
Schlagwörter	Environmental Education; Learner Engagement; Advanced Placement; Curriculum Development; Student Development; Citizenship Responsibility; Change Agents; World Problems; Self Concept; Transfer of Training; Sustainable Development; Active Learning; Student Projects; High School Students; Instructional Effectiveness; Suburban Schools; Science Education + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Weltproblem; Selbstkonzept; Training; Transfer; Ausbildung; Nachhaltige Entwicklung; Aktives Lernen; Schulprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Naturwissenschaftliche Bildung
Abstract	This paper describes a three-year, design-based research project to redesign a year-long, project-based advanced placement environmental science course to better support student engagement and the development of environmental citizen identities. In the initial implementation, students' increased understanding of environmental problems paradoxically led to disengagement as students felt pessimistic and powerless. We describe design cycles across three implementation years and investigate the impact of design features on engagement and identity. Curricular design features (positioning students as change agents and widening projects' spheres of influence from local to global), alongside expansive framing for transfer, contributed to engagement and the development of practice-linked identities as environmental citizens. We discuss implications for designing courses for engagement and identification with disciplinary content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01