Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Many environmental education programs struggle to influence participants towardbehavior that benefits nature and society because their presentation of information is isolated from the social and ecological context where it must be applied. Empirical studies have suggested a link between long-term behavior change and integrated socioecological experiences that influence a person’s sense of identity in connection with nature and society, but few studies have described what socioecological learning opportunities might look like. The purpose of this qualitative basic design study was to explore how first-time adult participants described their experiences of integrated socioecological learning opportunities in a short-term, immersive, community-based, environmental education program. The research design was informed by a conceptual framework that included Lave and Wenger’s situated learning theory and Kyburz- Graber’s socioecological approach to environmental education. Transcripts of six semistructured, 90-minute interviews were analyzed with open coding, which led to four emergent themes: (a) the role of the program, (b) culture—tone of community, (c) community of practice, and (d) self/identity. Overall, the results suggest that the program provided newcomers with access to an integrated socioecological space where they could participate in the culture and practices of a community in ways that informed their sense of identity in connection with nature and society. This study contributes to positive social change by providing researchers and practitioners with greater understanding of socioecological learning opportunities as an approach to environmental education that invites participants to embody a more sustainable way of life.

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