Designing for Engagement in Environmental Science: Developing Practice-Linked Identities

• In Event: Innovation in Research on the Role of Context in Engagement

Abstract

Increasing understanding of environmental problems in a project-based Environmental Science course may paradoxically involve learning that one’s environmental practices have little effect or are too difficult to change. This may lead to disengagement from classroom activities, particularly in project-based courses. This multi-method study uses interview, video, and survey data to investigate the impact of curricular changes in framing for transfer (Engle, Lam, Meyer, & Nix, 2012), including positioning students as decision-makers in the world outside of school, on students’ engagement and their development of “practice-linked identities” (Nasir & Hand, 2008). Findings are discussed in terms of theories of transfer and engagement in project-based courses.

Authors

• Alexandra Goodell, University of Washington - Seattle

• Susan B. Nolen, University of Washington - Seattle

• Gavin Tierney, University of Washington

• Susanna Eng, University of Washington - Seattle

• Lise Whitfield, University of Washington

• Diem T. Nguyen, University of Washington

• Kendall Becherer, University of Washington - Seattle

• Susan E. Cooper, University of Washington

• Suyong Pak, University of Washington