Abstract

Our world faces a range of environmental problems directly linked to or exacerbated by human actions and choices. Environmental education (EE) is one tool that can create a more environmentally literate citizenry. EE research contains numerous studies examining whether or not EE programs are achieving certain outcomes, yet research on the identification of important program factors remains unclear. The purpose of this grounded theory systematic review was initial exploration into what makes EE effective with secondary students. This research was designed to develop a grounded theory model that synthesizes the strategies and outcomes associated with EE for this specific context. A systematic search identified 39 studies published between 2011 and 2018 that examined EE for secondary students in the US. Grounded theory coding and theoretical sampling informed the development of the Implementation of Authentic Environmental Education Programs (IAEEP) model, which posits program authenticity as the core category underlying the process of EE with secondary students in the US. The resultant grounded theory model can help guide secondary school educators and EE practitioners in the development and implementation of EE for secondary students.

摘要

我们的世界面临着一系列与人类行为和选择直接相关或加剧的环境问题。环境教育 (EE) 是一种可以培养更具环境素养的公民的工具。EE 研究包含大量研究，检查 EE 项目是否正在取得某些成果，但关于识别重要项目因素的研究仍不清楚。本扎根理论系统综述的目的是初步探索什么使 EE 对中学生有效。本研究旨在开发一个扎根理论模型，该模型综合了与特定背景下的 EE 相关的策略和结果。系统搜索确定了 2011 年至 2018 年间发表的 39 项研究，这些研究检查了美国中学生的 EE。扎根理论编码和理论抽样为真实环境教育计划 (IAEEP) 模型的发展提供了信息，该模型将计划真实性作为美国中学生 EE 过程的核心类别。由此产生的扎根理论模型可以帮助指导中学教育工作者和 EE 实践者为中学生开发和实施 EE。