Qualitatively recognizing the dimensions of student environmental identity development within the classroom context

This study qualitatively explored the process of student environmental identity development (sEID) within highly social and structured context elementary school science. Social practice theory was used as lens to distinguish dimensions sEID that were visible during a curriculum-based, in-school program focused on issue pollution. Student narratives, collected from small group interviews reflective journals, prioritized capture students in identifying “being for environment.” Data 35 grade six coded, network diagram visualize relationships data, research vignette constructed. Eight recognized contributing sEID; opportunity be an actor with peers, increased awareness threat, emotional responses, self-recognition action, perceived agency, changed behavior across contexts, recognition actions, personal meaning. While many these have been directly or indirectly discussed adult environmentalists, shifting emphasis membership individual led addition two dimensions—personal meaning responses. Recognizing eight is important contribution literature engaging action requirement distinct existing research. Identifying can support intentional design learning sequences foster identities beyond.