Embedding Sustainability Instruction across Content Areas: Best Classroom Practices from Informal Environmental Education

Autor/inn/en	Walker, Ryan; Clary, Renee M.; Wissehr, Cathy
Titel	Embedding Sustainability Instruction across Content Areas: Best Classroom Practices from Informal Environmental Education
Quelle	In: Journal of Geoscience Education, 65 (2017) 2, S.185-193 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/16-167.1
Schlagwörter	Environmental Education; Sustainability; Teaching Methods; Ecology; Citizenship Responsibility; Interdisciplinary Approach; Elementary Secondary Education; Interaction; Grounded Theory; Resident Camp Programs; Lesson Plans; Surveys; Interviews; Student Attitudes; Educational History; Grade 6; Grade 7; Grade 8; Middle School Students; Questionnaires; Educational Objectives; Observation; Tennessee + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ökologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interaktion; Lesson planning; Unterrichtsplanung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Schülerverhalten; History of education; Bildungsgeschichte; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Educational objective; Bildungsziel; Erziehungsziel; Beobachtung
Abstract	Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01