Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science

Autor/inn/en	Cook, Kristin; Quigley, Cassie
Titel	Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science
Quelle	In: International Journal of Environmental and Science Education, 8 (2013) 2, S.339-357 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Science and Society; Science Education; Science Teachers; Local Issues; Relevance (Education); Critical Theory; Preservice Teacher Education; School Community Relationship; Educational Technology; Handheld Devices; Multimedia Materials; College Science; Science Instruction; Environmental Education; Instructional Effectiveness; Teaching Methods; Program Implementation; Program Effectiveness; College Students; College Instruction; Participatory Research; Action Research; Community Involvement; Photography; Photojournalism + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Kritische Theorie; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Hochschullehre; Forschungstätigkeit; Projektforschung; Fotografie; Fotoreportage
Abstract	In this study, we investigated the ways in which university students connected with science through the use of photovoice (Wang & Burris, 1994) as a pedagogical tool. Results indicated that students came to appreciate their connections to the science that operates in their lives as they reflected on and became empowered with regard to the science content behind environmental issues of interest to them on campus. Photovoice allowed students to authentically inquire about local science, as well as the potential to generate change in their own community. This understanding is significant to science educators because first, it empowers learners to connect with science and provides a way to deepen that connection with science; and second, it provides a pedagogical tool for science educators to use with their students to engage them in the science in their community. Finally, it has the potential to improve science teaching by creating students that are more connected to science and the world around them. (Contains 6 figures.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10