Science Education for Collective Agency in the Climate Crisis: A Social Identity Approach.
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| Title: | Science Education for Collective Agency in the Climate Crisis: A Social Identity Approach. |
|---|---|
| Authors: | Kranz, Johanna1 (AUTHOR) johanna.kranz@klimawandel-rlp.de, Breitenmoser, Petra2,3 (AUTHOR) petra.breitenmoser@ife.uzh.ch, Laherto, Antti4 (AUTHOR) antti.laherto@helsinki.fi, Krug, Alexandria5 (AUTHOR) alexandria.krug@uni-leipzig.de, Schwichow, Martin6 (AUTHOR) martin.schwichow@ph-freiburg.de, Tasquier, Giulia7 (AUTHOR) giulia.tasquier2@unibo.it |
| Source: | Research in Science Education. Aug2025, Vol. 55 Issue 4, p1149-1168. 20p. |
| Subject Terms: | *Group identity, *Science education, Climate change, Collective efficacy, Carbon dioxide mitigation, Green behavior, Environmental psychology, Social responsibility |
| Abstract: | In this era of climate crisis, science education must educate climate-literate citizens capable of steering the required transformation. According to the Vision III of scientific literacy, students need to be equipped with the civic ability to translate scientific knowledge into a values-driven transformation. However, if the goal of the Paris Climate Agreement is taken seriously, not only individual but also (and even more so) collective agency is of great importance to achieve rapid decarbonisation. Currently, science education focuses on promoting personal climate action of individual actors, neglecting the collective dimension and the way group processes shape the appraisal of and response to the climate crisis. To explore how science education can foster collective agency, we utilise the Social Identity Model of Pro-environmental Action (SIMPEA) from the field of environmental psychology. The SIMPEA describes how the three basic social identity processes of ingroup identification, collective efficacy beliefs and ingroup norms and goals influence the appraisal of and response towards a crisis. Based on the SIMPEA, we identify principles of education for transformation (PET) with the potential to enable group identification by individuals, which in turn shape appraisal and response, influencing whether an individual takes action in both the private and public spheres. This conceptual paper discusses five PETs and explores how and which social identity processes they can trigger. The PETs demonstrate that science education has a high potential to facilitate collective agency in the context of climate change. Furthermore, we synthesise key elements of social identity formation in science education, such as the usage of speculative projections into the future. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186910583 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Science Education for Collective Agency in the Climate Crisis: A Social Identity Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kranz%2C+Johanna%22">Kranz, Johanna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> johanna.kranz@klimawandel-rlp.de</i><br /><searchLink fieldCode="AR" term="%22Breitenmoser%2C+Petra%22">Breitenmoser, Petra</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> petra.breitenmoser@ife.uzh.ch</i><br /><searchLink fieldCode="AR" term="%22Laherto%2C+Antti%22">Laherto, Antti</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> antti.laherto@helsinki.fi</i><br /><searchLink fieldCode="AR" term="%22Krug%2C+Alexandria%22">Krug, Alexandria</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> alexandria.krug@uni-leipzig.de</i><br /><searchLink fieldCode="AR" term="%22Schwichow%2C+Martin%22">Schwichow, Martin</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> martin.schwichow@ph-freiburg.de</i><br /><searchLink fieldCode="AR" term="%22Tasquier%2C+Giulia%22">Tasquier, Giulia</searchLink><relatesTo>7</relatesTo> (AUTHOR)<i> giulia.tasquier2@unibo.it</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Aug2025, Vol. 55 Issue 4, p1149-1168. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+efficacy%22">Collective efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Carbon+dioxide+mitigation%22">Carbon dioxide mitigation</searchLink><br /><searchLink fieldCode="DE" term="%22Green+behavior%22">Green behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+psychology%22">Environmental psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+responsibility%22">Social responsibility</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this era of climate crisis, science education must educate climate-literate citizens capable of steering the required transformation. According to the Vision III of scientific literacy, students need to be equipped with the civic ability to translate scientific knowledge into a values-driven transformation. However, if the goal of the Paris Climate Agreement is taken seriously, not only individual but also (and even more so) collective agency is of great importance to achieve rapid decarbonisation. Currently, science education focuses on promoting personal climate action of individual actors, neglecting the collective dimension and the way group processes shape the appraisal of and response to the climate crisis. To explore how science education can foster collective agency, we utilise the Social Identity Model of Pro-environmental Action (SIMPEA) from the field of environmental psychology. The SIMPEA describes how the three basic social identity processes of ingroup identification, collective efficacy beliefs and ingroup norms and goals influence the appraisal of and response towards a crisis. Based on the SIMPEA, we identify principles of education for transformation (PET) with the potential to enable group identification by individuals, which in turn shape appraisal and response, influencing whether an individual takes action in both the private and public spheres. This conceptual paper discusses five PETs and explores how and which social identity processes they can trigger. The PETs demonstrate that science education has a high potential to facilitate collective agency in the context of climate change. Furthermore, we synthesise key elements of social identity formation in science education, such as the usage of speculative projections into the future. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-025-10282-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1149 Subjects: – SubjectFull: Group identity Type: general – SubjectFull: Science education Type: general – SubjectFull: Climate change Type: general – SubjectFull: Collective efficacy Type: general – SubjectFull: Carbon dioxide mitigation Type: general – SubjectFull: Green behavior Type: general – SubjectFull: Environmental psychology Type: general – SubjectFull: Social responsibility Type: general Titles: – TitleFull: Science Education for Collective Agency in the Climate Crisis: A Social Identity Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kranz, Johanna – PersonEntity: Name: NameFull: Breitenmoser, Petra – PersonEntity: Name: NameFull: Laherto, Antti – PersonEntity: Name: NameFull: Krug, Alexandria – PersonEntity: Name: NameFull: Schwichow, Martin – PersonEntity: Name: NameFull: Tasquier, Giulia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 55 – Type: issue Value: 4 Titles: – TitleFull: Research in Science Education Type: main |
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