Cultivating Attitudes and Trellising Learning: A Permaculture Approach to Science and Sustainability Education

Autor/inn/en	Lebo, Nelson; Eames, Chris
Titel	Cultivating Attitudes and Trellising Learning: A Permaculture Approach to Science and Sustainability Education
Quelle	In: Australian Journal of Environmental Education, 31 (2015) 1, S.46-59 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2015.23
Schlagwörter	Agriculture; Sustainability; Secondary School Science; Student Attitudes; Science Instruction; Intervention; Mixed Methods Research; Case Studies; Questionnaires; Interviews; Observation; Food; Field Trips; Relevance (Education); Teaching Methods; Teacher Attitudes + Suchen Sie Ihr Suchwort? Landwirtschaft; Nachhaltigkeit; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Lebensmittel; Exkursion; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten
Abstract	This article reports on an inquiry that used permaculture design thinking to create a science and sustainability education intervention for a secondary science class. The aims were to cultivate student attitudes towards science, towards learning science in school, and towards the environment, and to trellis learning of science and sustainability. Research into impacts of the intervention took the form of an interpretive, mixed methods case study, which included the use of questionnaires, interviews and observations. As a context for learning, local permaculture food production projects, as experienced through field trips in the intervention, appear to promote the relevance of science and sustainability learning and the ability to engage students. Science and sustainability learning outcomes appeared to vary among students, although nearly all of them reported they enjoyed learning science with a focus on the environment, including one group of students who reported they did not generally enjoy learning science in school. There was some evidence that the teacher transformed his own thinking through his participation in the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01