Issue-Specific Barriers to Addressing Environmental Issues in the Classroom: An Exploratory Study

Autor/inn/en	Kim, Chankook; Fortner, Rosanne W.
Titel	Issue-Specific Barriers to Addressing Environmental Issues in the Classroom: An Exploratory Study
Quelle	In: Journal of Environmental Education, 37 (2006) 3, S.15-22 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
Schlagwörter	Environmental Education; Science Teachers; Teacher Surveys; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Education; Teaching Methods; Questionnaires; Preservice Teachers; Teaching Experience; Gender Differences; Secondary School Science; Science Instruction; Secondary School Teachers; Knowledge Level; Student Teacher Attitudes; Textbook Content + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Lehrbuchtext
Abstract	To explore issue-specific barriers to teaching environmental issues, the authors investigated secondary science teachers' perceived current and preferred teaching levels for 23 environmental issues and perceived barriers to teaching the selected issues. Subjects in this graduate project were 41 secondary science teachers self-selected to answer a paper-and-pencil survey at national and regional conferences in autumn 2003. Barriers identified from the literature were appraised by the teachers and compared with their current and preferred teaching levels for the environmental issues. Barriers are more issue specific than applied to every issue. Implications for teacher education are explored and research suggestions are offered. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10