The Inclusion of Environmental Education in Science Teacher Education

Preface

About This Book

What’s in the Book?

References

Acknowledgments

Contents

About the Authors

Contributors

Abbreviations

Part I Introduction To Environmental Education

The History and Philosophy of Environmental Education

A Brief History Lesson

Authors, Awakenings, and Achievements

Authors

Awakenings

Achievements

The Rest of the World Catches Up

Rollercoaster Ride to the Twenty-First Century

What’s in a Name?

Predecessor Disciplines

Contributing Disciplines

The Focus on Environmental Literacy

Environmental Education in the Post-NCLB Classroom

References

Professional Preparation for Science Teachers in Environmental Education

Introduction

Theoretical Framework

Preservice Science Teachers as Environmental Educators

Pedagogical Content Knowledge

A Call for Strong Science Content Knowledge

Call for Quality EE Teacher Preparation

Mentoring Preservice Science Teachers

Recommendations and Conclusion

References

Approaches to Environmental Education

Environmental Education and the Schoolyard

Place-based Education

Population Connection and the EE Project Curricula (PLT [Project Learning Tree], WILD [Wildlife in Learning Design], and WET

Science and EE in Nature Centers, Zoos, and Museums

Investigating and Evaluating Environmental Issues and Actions

The Issue Analysis

Issue Investigation

Citizenship Action

Action Analysis Criteria

Action Research and Environmental Education

The STS (Science-Technology-Society) Approach to Science Education and Environmental Education

Conclusion

Appendix 1:Representative Programs Providing Training and Support for Educational Use of Schoolyards

References

Environmental Education Within Early Childhood

Vignette (Part I)

Goals and Objectives of This Chapter

Definition of Environmental Education

Incorporation of EE into Early Childhood Curriculum

Contribution of EE to Other Subject Areas

Science

Mathematics

Language Arts

Social Studies

Music

Art

Physical Education

Health

Vignette (Part II)

Acquiring Knowledge About the Environment

Developing an Environmental Ethic

Adapting EE Activities for Inclusion of Students with Special Needs

Vignette (Part III)

Assessing Environmental Education

Summary

References

Environmental Education Service-Learning in Science Teacher Education

Introduction

What Is Service-Learning?

Theoretical Support

Research and Models

Service-Learning and National Science Education Standards for Professional Development

Inquiry and Service-Learning

Assessing Service-Learning

Service-Learning Models

Examples of Environmental Education Service-Learning in Teacher Education

Oklahoma Blue Thumb

Louisville Environmental Youth Summit

Concluding Remarks

References

Beyond Terra firma: Bringing Oceanand Aquatic Sciences to Environmentaland Science Teacher Education

Earth Systems Science Education: A Conceptual Understanding

Ocean Education and Awareness

The Need for Ocean and Aquatic Science Education

Incorporating Ocean and Aquatic Science into Environmental and Science Teacher Education: A Process of Teaching and Learning

Preparation in Environmental Science Concepts

Preparation in Ocean and Aquatic Science Concepts

Ocean and Aquatic Science Education Initiatives and Resources

Ocean Literacy Essential Principles and Fundamental Concepts and Scope and Sequence Conceptual Flow Diagrams

National Programs

Centers for Ocean Science Education Excellence (COSEE)

National Marine Educators Association

National Ocean Sciences Bowl

National Oceanic and Atmospheric Association

Curricular Resources

Integrating Ocean and Aquatic Sciences in Environmental and Science Teacher Education

References

Part II Environmental Education Pedagogy

Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experince

Background and Description of PD

Preassessment Results: Incentives and Challenges in Using OLS

Professional Development Interventions

Geographical Continuum

Instructional Content Continuum

Temporal Continuum

Postassessment: Observed Effects of Professional Development

Discussion

Prior Learning and Teaching Experience Outdoors

Content Differences

State Science Standards

Real Obstacles Overcome (A Brighter Note)

How These Observations Can Inform Other PD Providers

References

Integrating Environmental Education Field Trip Pedagogy into Science Teacher Preparation

What Is a Field Trip?

Why Are Field Trips Necessary?

What Strategies Do Science Teachers Need to Learn?

Familiar Strategies Applied to Field Trips

Strategies for Out-of-the-Classroom Challenges

Assessment

Integrating Field Trips into Preservice Programs

Why Science Methods?

Representative Science Methods Course Objectives

How Can Field Trip Preparation Be Integrated into a Science Methods Course?

Summary

References

“Eeew! There’s Dew on My Toes”: Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for ScienceTeacher Educators

Introduction

Theoretical Framework

Environment/Ecology Content Knowledge

Ecophobia

Physical Discomfort Avoidance

Mechanical Disinclination

Need for Highly Structured Assignments

Summary

References

Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental Education

Introduction: Part of the Problem

Plant Neglect and Plant Blindness

I’ll Sign a Petition, But I’m Not Going In There

Sense of Place

What’s in a Name?

Teaching Plants and Meeting Standards

Environmental Education, Sense of Place, and Finally Seeing Plants

Appendix 1: Botanical Lessons and Lesson Source Ideas

References

Place-based Inquiry: Advancing Environmental Education in Science Teacher Preparation

Introduction

Summer Learning Experience

Application in the Classroom

Case Study I: Mystery Water

Case Study 2: They’re Buggin’ Me

Case Study 3: Structures in the School Environment

Other Participant-Place-Based Projects

Discussion

Implications for Preservice Teacher Education

Appendix 1: Task Analysis Plan Guidelines

References

Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center

Introduction

Role of EE in Our Methods Courses

The Nature of the Project Curricula

Project Learning Tree

Project WILD

Project WET

Instructional Design

Preparing for Camp

The Camp Experience

Camp and Teaching Context

Typical Camp Day

Elementary Candidate Reflections in Teaching at the Camps

Conclusion

Appendix 1: Orientation Points for Student Preservice Teachers

Appendix 2: FEP Outdoor Environmental Education Teaching Rubric

References

Teachers Connecting Urban Students to their Environment*

Relevant Literature

Content and Pedagogy

Confidence and Enjoyment

Creating Learning Opportunities

Summary

Theoretical Framework

Camp and Course Background

Hands-On, Minds-On Summer Science Camp

Science Beyond the Classroom (SBC) Course

Impact of Course Experiences on Teachers

Cultural Awareness

Increased Environmental Awareness and Action Implementation

Summary

Implications

Appendix 1: Toilet Homework

References

Exploring Preservice Teachers’ Mental Models of the Environment

Use of Drawings as a Research Tool

Development of the Draw-an-Environment Test and Rubic (DAET-R)

Impact of Workshops on Mental Models

Implications for Preservice Environmental Education Professional Development

Appendix A: Draw-an-Environment Test

Appendix B: Draw-an-Environment Test – Rubric (DAET-R)

References

Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping

Using Concept Maps with Environmental Questions

Promoting Science Literacy, Environmental Literacy, and Pedagogical Content Knowledge

Developing Expert Knowledge Through Concept Mapping

Concept Mapping the Environment in Preservice Science Teacher Education

Promoting a “Need to Know”

Scaffolding Construction of Knowledge About Curriculum Design

Outcomes

Promoting Science Literacy

Promoting Environmental Literacy

Promoting Pedagogical Content Knowledge

Summary

References

Unraveling the Scientific, Social, Political, and Economic Dimensions of Environmental Issues Through Role-Playing Simulations

Introduction and Background

Unit Description

Initial Concept Map

Introducing the Unit

Preparing for the Hearing

Senate Subcommittee Hearing

Senate Subcommittee Statement and Debrief

Unpacking the Experience

Senate Hearing

Senate Subcommittee Statement and Findings

Concept Maps

Student Experience

Student Understandings

Implications

Exploring Other Contexts and Questions Using Simulations

Hog Wild! and the Potential of New Technologies

Environmental Inquiry

References

Exploring Environmental Education Through Ecofeminism: Narratives of Embodiment of Science

Theoretical Framework and Ideas

Study Methodology

Roly-polys

Conservation Biology, Bioregionalism, Deep Ecology, and Ecofeminism

Discussion

References

The Value of Nonformal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation

Who Are Nonformal EE Educators and Why Should Science Teacher Educators Work with Them?

State of EE in Teacher Preparation

Resource and Facility Diversity

EE Teaching and Learning Methodologies

Benefits of Collaborative Relationships

Overcoming Obstacles to Integrate Nonformal EE in Preservice Teacher Education

Concluding Thoughts

References

Using Environmental Education Project Curricula with Elementary Preservice Teachers

Case One: Life Science Content Course Designed with Project Guides

Case Two: Science Inquiry with the Project Guides

Case Three: Literacy and the Environmental Education Project Guides

Case Four: Using the Project Guides for Field Work

Conclusions and Implications

Appendix A

Project Guides activities and descriptions

References

Situated Learning in Environmental Education: Using Geospatial Technologies with Preservice Secondary Teachers

Introduction

Nature Study in Science Education

Using Geospatial Information Technologies (GIT) to Study the Environment

Using GIT and Situated Learning to Promote EE in a Schoolyard

Incorporating GIT into Preservice Field Experience Courses

Summary

References

Using Podcasting to Address Nature-Deficit Disorder

Introduction

Who is the Digital Native Student?

What is Podcasting?

Why Should Teachers Use Podcasting in the Classroom?

What Do Studies Say About Environmental Education?

What Do Studies Say About Teacher Preparation in Environmental Education?

Description of the Project

Implementation at SUNY Cortland: Elementary Preservice Level

Implementation at Salisbury University: Middle/Secondary Preservice Level

Conclusion

References

Integrating Web-based Activities and Site-based Experiences to Investigate Environmental Issues

The Hybrid Approach

Course Activities

Sprawl in the Lehigh River Watershed Activity

The Land Use Change Unit

Stockertown Sinkhole Dilemma

Abandoned Mine Drainage in Pennsylvania

Field Trip Site Visits

Discussion

Conclusion

References

Author Index

Subject Index