NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128191
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2154-8455
Using the Chemistry Classroom as the Starting Point for Engaging Urban High School Students and Their Families in Pro-Environmental Behaviors
Daubenmire, Patrick L.; van Opstal, Mary T.; Hall, Natalie J.; Wunar, Bryan; Kowrach, Nicole
International Journal of Science Education, Part B: Communication and Public Engagement, v7 n1 p60-75 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: 1135260