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Elizabeth Hufnagel Gregory J. Kelly Joseph A. Henderson 《Environmental Education Research》2018,24(5):731-753
The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education goals based on the National Research Council report, A Framework for K-12 Science Education. Drawing from critical discourse analysis, we present a detailed textual analysis of the NGSS to identify the positioning of the environment with respect to humans and human activity. This analysis shows patterns in the ways that the environment is conceptualized and inscribed in the standards as an entity separate from people through both exclusion and ambiguity. We also discuss findings about how agency is more often ascribed to actions or activities rather than people and when solutions to environmental issues are included, the focus is on technoscientific solutions. Finally, we provide implications for considering scientific and environmental literacy, education for action, and the role of standards documents in shaping educational practice. 相似文献
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Peers Cheryl E. Diezmann Carmel M. Watters James J. 《Research in Science Education》2003,33(1):89-110
Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher's successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher's practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations. 相似文献
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H. Lewis Batts 《The Journal of environmental education》2013,44(2):2-3
Significant life experience research suggests that outdoor experiences foster proenvironmental outcomes. Time spent outdoors is more frequently identified as the source of proenvironmental behavior than is education, suggesting that cognition may be less important than affect. Yet, environmental education field programs are often evaluated on cognitive outcomes alone. The authors piloted a mixed-methods evaluation, measuring both cognitive and affective responses to a field education program. Quantitative responses suggest that field-based participants demonstrated greater cognitive understanding than classroom-based participants. Qualitative responses suggest that field programs foster different affective reactions than do classroom programs. These results have critical implications for field-based programming, classroom instruction, and evaluation. 相似文献
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Understandings of current environmental issues: Turkish case study in six teacher education colleges
The purpose of this study is to profile future science teachers’ understandings of current environmental issues in the context of an education reform in Turkey. Knowledge base and understandings of elementary and secondary prospective science teachers about biodiversity, carbon cycle, global warming and ozone layer depletion were targeted in the study. Questionnaire surveys developed for this purpose were adapted and used in this investigation. The questionnaires were administered to 360 participants in six universities. Analysis involved frequencies, percentages and comparing means for students majoring in elementary and secondary science teaching. Analysis of variance for differences among majors and responses to different issues are also included. Findings are compared and contrasted with the previous research in other countries. The study has implications for the prospective preparation of teachers and the future of environmental literacy movement in Turkey. 相似文献
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Nicole Blum 《Environmental Education Research》2009,15(6):715-729
A key ongoing debate in environmental education practice and its research relates to the content and goals of environmental education programmes. Specifically, there is a long history of debate between advocates of educational perspectives that emphasise the teaching of science concepts and those that seek to more actively link environmental and social issues. In practice, educators and organisations respond to these tensions in a variety of ways, often strongly reflecting the particular social and economic contexts in which they are located. Much of the research in the area, however, has tended to take a narrow focus on either purely theoretical concerns or on individual programmes in schools or protected areas. In contrast, this research used an ethnographic approach to explore debates about the content and aims of educational programmes between diverse educational actors in one community in Costa Rica. The research revealed that environmental education: (i) is an important local site for the active contestation of understandings of the natural world and humans’ relationships to it; and (ii) can be part of wider struggles over the control of processes of local development and environmental management. The study further suggests that while theoretical discussion about the relative merits of diverse approaches to environmental teaching and learning is important, if that analysis is not situated within a particular social, economic and political context, it is likely to reveal relatively little about how or why particular perspectives on environmental education may dominate or remain marginal in a specific place. 相似文献
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Seyoung Hwang 《Environmental Education Research》2009,15(6):697-714
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely. 相似文献
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Students' environmental NOS views,compassion, intent,and action: Impact of place‐based socioscientific issues instruction 
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下载免费PDF全文 Benjamin C. Herman 《科学教学研究杂志》2018,55(4):600-638
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts. 相似文献
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‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education
This article explores factors that promote the practice of environmental citizenship in science education and aims to contribute to the development of the concept of practising environmental citizenship. We follow six Norwegian secondary students (aged 16–17) participating in a small-scale intervention study conducting an assignment on a socioscientific issue (SSI) in their local district. Our findings reveal that dealing with an SSI in real-world settings through out-of-school activities set in the students’ local district is important for practising environmental citizenship. This article also addresses the tensions between the practice of environmental citizenship and the cultural issues related to school science. Our findings reveal that tensions exist between working with ready-made-science, as students normally do, to deal with science-in-the-making through an SSI. This research discuss the practical implications of the concept of practising environmental citizenship in science. 相似文献
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Jennifer L. Publicover Tarah S. Wright Steven Baur Peter N. Duinker 《Environmental Education Research》2018,24(7):925-936
Environmental education is a key tool in humanity’s efforts to address environmental issues. The arts can help provide some of the affective components of environmental education – emotions, values, and motivations driving pro-environmental behavior. As one of the arts, music can captivate, entertain, and create a sense of community. Using non-probabilistic purposive sampling, we interviewed a cohort of environmentally aware musicians with the goal of understanding their mental constructions around the role of music in environmental education and advocacy. A constant comparative coding method was used to code the interviews. The analysis revealed four artistic and five quality dimensions that the participants considered when sharing their pro-environmental values through their music. The four artistic dimensions emerged as continua representing ranges of choice regarding how a musician might create and deliver an environment-related song. The five quality dimensions emerged as recommendations for effectiveness of messaging through art that is perceived as authentic. 相似文献
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Cheryl L. Greengrove 《The Journal of environmental education》2013,44(1):32-31
Abstract The recent (1990) establishment of a new campus of the University of Washington at Tacoma (UWT) has led to the development of an upper-division environmental curriculum within an interdisciplinary arts and sciences framework. All of the natural sciences at UWT were founded under the rubric of environmental science, which was integrated with a range of other disciplines' perspectives on the environment, to form a more comprehensive environmental education program. The community-oriented mission, evolving structure, and flexibility of this relatively new urban commuter campus allowed the authors to create a multitiered environmental education program that broadly integrates environmental issues into interdisciplinary undergraduate education and is consistent with national and international environmental education goals. In this study, the authors compare the curricula developed at UWT with other new and established environmental programs nationally. 相似文献
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In this paper, we examine how the basic psychological needs of preservice science teachers (PSTs) were supported in a series of environmental science course activities informed by self-determination theory (SDT). We collected qualitative data about the PSTs’ sense of competence, autonomy, and relatedness through interviews, group discussions, assignments, and reflection papers. Data were analyzed in relation to the instructional design features of the course; namely, collective construction of ideas, student guided discussions, real life connection, and consistent group dynamics. Findings illustrate primary support for cognitive features, including, how course activities supported a sense of confidence in action, sense of self-initiation, awareness of personal role in the system, and awareness of environmental actions. Overall, results suggest that SDT can be effectively utilized as a framework for environmental education in courses designed to foster environmental self-determination and long-lasting pro-environmental behaviors. 相似文献
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Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students 总被引：1，自引：0，他引：1
D. H. Palmer 《Research in Science Education》2006,36(4):337-353
Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery. 相似文献
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Paul F-Brandwein was a visionary who looked at education broadly. He left us with an insightful view of the ecology of education in which he identified three ecological systems: school–family–community, postsecondary, and cultural. The first part of this lecture, by Dean B. Bennett, examines Brandwein's ideas related to environmental education and explores the relationship of environmental education with science teaching in the K-12 school–family–community ecosystem. Focusing particularly on the middle-secondary level, evidence suggests that the goals of environmental education, since their emergence in the late 1960s, are today strongly evident in science curricula, instructional resources, educational assessment, and teacher education. But the author points out that more must be done and provides some fundamental suggestions. The second part of the lecture, by Sheila K. Bennett, examines the role of distance education in the teaching of science in the postsecondary ecosystem and addresses its value as a viable tool in promoting scientific literacy. The lecture focuses on a successful statewide, interdisciplinary laboratory science course delivered by interactive television, the Internet, and computer network. Now in its ninth year, the course reflects Brandwein's thinking about effective classroom teaching and is based on national standards for scientific literacy. 相似文献
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Chun-Yen Tsai 《International Journal of Science Education》2019,41(9):1139-1158
This study investigates how affective dispositions influencing students’ moral judgments can both shape their response to individual enjoyment from learning ethics (IE-LE) and predict their individual enjoyment from learning socio-scientific issues (IE-LSSI). Tenth-grade participants from southern Taiwan (n?=?770) responded to survey items that support four subscales: science classroom, news media, IE-LE and IE-LSSI. Structural equation modelling analyses of these subscales found them to be empirically separable, structurally reliable and valid for investigating how students’ affective and self-related cognitive responses can predict their self-evaluated state of IE-LE and IE-LSSI. Viewed from the impact contribution of science classroom and news media, learning enjoyment plays a pivotal role in igniting and sustaining students’ personal attention when discussing IE-LE and IE-LSSI in the classroom. The implication of this study is that by encouraging students to think ethically about issues of science and allowing them to investigate SSI-related issues from a variety of news media sources within the classroom context, teachers can provide opportunity for students to explore science issues that may be well connected to their personal enjoyment of ethics and sense of freedom to learn within a science-related classroom environment. 相似文献
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《Educational Philosophy and Theory》2013,45(7):724-741
This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. 相似文献
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现代科学和技术的不可分割性质决定了科学教育已发展成为科技教育。科学教育与技术教育相互促进,技术教育对科学教育的作用表现在技术教育是培养学生的科学探究能力,发展科学精神,形成科学素养、科学态度,掌握科学方法的载体;技术教育使科学课程更加综合化。根据国际上科技教育的经验以及我国基础教育的现状,我国在科学教育过程中加强技术教育的途径应为(1)强化劳动技术课对培养学生设计与技术能力的作用。(2)对科学课程中的各学科课程内容进行改革,将科学知识与技术手段教育相结合,将技术因素渗透在理科教材中,重视实验教学。(3)提高技术教育师资的素质。 相似文献
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Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race, culture and politics at an American university in California, and data were gathered over a three-year period from 365 students. Utilizing a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning, faculty structured opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences. Teaching and developing courses around issues of multicultural education, diversity, and issues of power that strengthen students' abilities to perceive multiple perspectives, think critically, and learn from others are made. 相似文献