Science education, especially the discipline of environmental science, carries the unique opportunity to engage and empower urban youth of diverse backgrounds. Environmental science education helps establish a connection between youth and the natural world and helps youth engage in community-based stewardship activities while fostering ecological citizenry. When educators adopt innovative pedagogical approaches, students are better positioned to participate and develop a sustained interest in science. Field-based education transforms science learning and improves youth’s sense of place, self-confidence, and motivation. National and local case-studies of field-based learning programs demonstrate the powerful and transformative impact of using the Environment as a Integrated Context (EIC) as an educational framework. Connecting urban youth to nature has a profound effect on attitudes and behaviors, especially for “at-risk” children. This body of research argues that environmental science education offers the best opportunity for educators to: (1.) engage urban youth to a science discipline, with the goal of decreasing inequalities in science education, (2.) discover and connect students with the outside world through field-oriented projects, (3.) encourage students to support their communities through “eco-citizenry” projects, and (4.) provide a pathway of hope and healing for “at-risk” or troubled youth.
","abstract_html":"<p>Science education, especially the discipline of environmental science, carries the unique opportunity to engage and empower urban youth of diverse backgrounds. Environmental science education helps establish a connection between youth and the natural world and helps youth engage in community-based stewardship activities while fostering ecological citizenry. When educators adopt innovative pedagogical approaches, students are better positioned to participate and develop a sustained interest in science. Field-based education transforms science learning and improves youth’s sense of place, self-confidence, and motivation. National and local case-studies of field-based learning programs demonstrate the powerful and transformative impact of using the Environment as a Integrated Context (EIC) as an educational framework. Connecting urban youth to nature has a profound effect on attitudes and behaviors, especially for “at-risk” children. This body of research argues that environmental science education offers the best opportunity for educators to: (1.) engage urban youth to a science discipline, with the goal of decreasing inequalities in science education, (2.) discover and connect students with the outside world through field-oriented projects, (3.) encourage students to support their communities through “eco-citizenry” projects, and (4.) provide a pathway of hope and healing for “at-risk” or troubled youth.</p>","abstract_has_math":false,"creators":["Kearns, Jack J"],"institution":null,"degree_name":"Master of Science in Environmental Management (MSEM)","degree_level":"Project/Capstone - Global access","degree_discipline":"Environmental Management","degree_department":null,"school":null,"contributors":["Dr. Gretchen Coffman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-16T07:00:00Z","date_published":"2014-05-16T07:00:00Z","updated_at":"2026-07-24T05:42:50Z","subjects":["Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/28","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Gretchen Coffman"]},{"key":"dc:creator","label":"Author","values":["Kearns, Jack J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T11:36:21Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Environmental Management"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Environmental Management (MSEM)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/28"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Science education, especially the discipline of environmental science, carries the unique opportunity to engage and empower urban youth of diverse backgrounds. Environmental science education helps establish a connection between youth and the natural world and helps youth engage in community-based stewardship activities while fostering ecological citizenry. When educators adopt innovative pedagogical approaches, students are better positioned to participate and develop a sustained interest in science. Field-based education transforms science learning and improves youth’s sense of place, self-confidence, and motivation. National and local case-studies of field-based learning programs demonstrate the powerful and transformative impact of using the Environment as a Integrated Context (EIC) as an educational framework. Connecting urban youth to nature has a profound effect on attitudes and behaviors, especially for “at-risk” children. This body of research argues that environmental science education offers the best opportunity for educators to: (1.) engage urban youth to a science discipline, with the goal of decreasing inequalities in science education, (2.) discover and connect students with the outside world through field-oriented projects, (3.) encourage students to support their communities through “eco-citizenry” projects, and (4.) provide a pathway of hope and healing for “at-risk” or troubled youth.
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"],"dc:identifier":["https://repository.usfca.edu/capstone/28"],"dc:subject":["Science and Mathematics Education"],"dc:title":["Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens"],"thesis:degree_discipline":["Environmental Management"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Science in Environmental Management (MSEM)"]},"updated_at":"2026-07-24T05:42:50Z"}