Making every day Earth Day : family environmental learning in the home context
Abstract/Contents
- Abstract
- Environmental learning is an important avenue to more sustainable environmental behavior; prior research focuses heavily on formal and informal environmental education programs. Equally important, however, is understanding how children and caretakers learn in everyday life contexts, such as within the home, and how we can support environmental learning in that context. Using a learning ecology framework, I conducted a remote, two-week diary study with 58 diverse adult caretakers, asking them to engage in environmental learning moments at home with their children. Following the diary study, I also conducted semi-structured interviews with 13 caretakers to gain a deeper understanding of their perspectives, experiences, and identities. The qualitative and quantitative data from the diary study and interviews were analyzed using three different lenses, each of which are presented in individual papers. In the first paper, I present an analysis which reveals the types of activities, discussions, topics, and resources with which families engage, as well as differences by demographic groups. In the second paper, I focus the analysis on the learning moments to understand what resources parents leverage and why, how technologies can enhance exploration in the world, and how families react to two pre-selected educational climate change-related videos. In the third paper, I explore how parents themselves generate ideas about climate change and sustainability, and in particular, the role of identities, attitudes, and beliefs. At the end, I discuss methodological and theoretical contributions to the literature as well as relevant implications for designers, educators, policymakers, and researchers to support family environmental learning in the home and everyday life context.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2022; ©2022 |
| Publication date | 2022; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Lin, Veronica Joyce |
|---|---|
| Degree supervisor | Ardoin, Nicole M. (Nicole Michele) |
| Degree supervisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Ardoin, Nicole M. (Nicole Michele) |
| Thesis advisor | Blikstein, Paulo, 1972- |
| Thesis advisor | Barron, Brigid |
| Degree committee member | Barron, Brigid |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Veronica J. Lin. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/sk242cp1232 |
Access conditions
- Copyright
- © 2022 by Veronica Joyce Lin
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Also listed in
Loading usage metrics...