Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study.
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| Title: | Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study. |
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| Authors: | Buck, Gayle Anne1 gabuck@indiana.edu, Cook, Kristin2, Weiland Carter, Ingrid3 |
| Source: | Electronic Journal of Science Education. 2016, Vol. 20 Issue 2, p32-47. 16p. |
| Subject Terms: | *Middle schools, *Environmental education, Sustainability |
| Abstract: | Local environmental topics can serve to motivate and empower students to change their behavior and take action for sustainable practices. In order to better support middle level teachers as they incorporate such topics into their professional practice, we sought to enhance our own understanding of their classroom-based experiences. In light of this, we conducted this study on a middle level teacher as she attempted to integrate place-based pedagogy on environmental sustainability into her science curriculum. The guiding questions of the study were: a) What student experiences emerged as a result of the teacher's implementation of the curriculum?, and b) What beliefs, understandings and practices emerged for the teacher as a result of the experiences? Data sources included interviews, observations and written documents. The findings revealed that the teacher's efforts to connect the instruction to a local issue of water quality led to student engagement and an eagerness on the part of the students to share what they did with others. Unfortunately, several aspects of the teacher's efforts did not successfully lead to greater student understanding of content and multiple viewpoints on local issues. The results extend current understandings of how to support middle level teachers in the development, enactment, and refinement of place-based pedagogy on environmental sustainability. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Science Education is the property of Electronic Journal of Science Education 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 113645124 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Buck%2C+Gayle+Anne%22">Buck, Gayle Anne</searchLink><relatesTo>1</relatesTo><i> gabuck@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22Cook%2C+Kristin%22">Cook, Kristin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Weiland+Carter%2C+Ingrid%22">Weiland Carter, Ingrid</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Science+Education%22">Electronic Journal of Science Education</searchLink>. 2016, Vol. 20 Issue 2, p32-47. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Local environmental topics can serve to motivate and empower students to change their behavior and take action for sustainable practices. In order to better support middle level teachers as they incorporate such topics into their professional practice, we sought to enhance our own understanding of their classroom-based experiences. In light of this, we conducted this study on a middle level teacher as she attempted to integrate place-based pedagogy on environmental sustainability into her science curriculum. The guiding questions of the study were: a) What student experiences emerged as a result of the teacher's implementation of the curriculum?, and b) What beliefs, understandings and practices emerged for the teacher as a result of the experiences? Data sources included interviews, observations and written documents. The findings revealed that the teacher's efforts to connect the instruction to a local issue of water quality led to student engagement and an eagerness on the part of the students to share what they did with others. Unfortunately, several aspects of the teacher's efforts did not successfully lead to greater student understanding of content and multiple viewpoints on local issues. The results extend current understandings of how to support middle level teachers in the development, enactment, and refinement of place-based pedagogy on environmental sustainability. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Science Education is the property of Electronic Journal of Science Education 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: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 32 Subjects: – SubjectFull: Middle schools Type: general – SubjectFull: Environmental education Type: general – SubjectFull: Sustainability Type: general Titles: – TitleFull: Attempting to Make Place-Based Pedagogy on Environmental Sustainability Integral to Teaching and Learning in Middle School: An Instrumental Case Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Buck, Gayle Anne – PersonEntity: Name: NameFull: Cook, Kristin – PersonEntity: Name: NameFull: Weiland Carter, Ingrid IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 10873430 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Electronic Journal of Science Education Type: main |
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