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Semelhante a Service Learning in Environmental Science Classrooms
Semelhante a Service Learning in Environmental Science Classrooms (20)
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Service Learning in Environmental Science Classrooms
- 1. Service Learning in High School Environmental Science Classrooms Gillian Roehrig, PhD STEM Education Center University of Minnesota Twin Cities, MN Senenge T. Andzenge STEM Education Center University of Minnesota Twin Cities, MN
- 2. Foundational Goals Understanding of the Scientific Method Development of Scientific Literacy
- 3. Service Learning (National Youth Leadership Council, 2008)
- 4. SocioScientific Issues • “achieve functional views of scientific literacy” (Zeidler, Sadler, Simmons, & Howes, 2005, p. 361) • students should be able to negotiate societal issues related to applications of science and technology • enhance dialogue and discussion among students • provide students opportunities to learn the complex decision making processes (Zeidler, Sadler, Simmons, & Howes, 2005) (Zeidler, 2014) (Burek & Zeidler, 2015)
- 5. Local Knowledge “…derived through living and interacting in their local communities, is also a determinant in how young people identify themselves in their world and contributes to the ideas and perceptions of what constitutes their world.” (UNESCO, 2010)
- 6. The SocioScientific Issue (DNR, 2005)
- 8. Service Learning Projects Controlled Burn Rain Garden Floating Island
- 10. Questions Gillian Roehrig, PhD STEM Education Center University of MN- Twin Cities roehr013@umn.edu Senenge T. Andzenge STEM Education Center University of MN- Twin Cities andze001@umn.edu
- 11. • Beilin, R. 2005. Photo-elicitation and the agricultural landscape: ‘seeing’ and ‘telling’ about farming, community and place, Visual Studies, 20(1): 56-68. • Clark-Ibanez, M. 2004. Framing the social world with photo elicitation interviews. American Behaviour Science, 47(12):1507-1527. • Doering, A., & Miller, C. (2010, October). The layers of authenticity: Designing for learner experience. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2010, No. 1, pp. 957- 961). • Holliday, R.2000. We’ve been framed: Visualizing methodology. Sociological Review, 48(4): 503–521. • Krueger, R. A. (2009). Focus groups: A practical guide for applied research. Sage. • Petkau, J. W. (2013). Critical response and pedagogic tensions in aesthetic space. (Order No. 3556108, University of Minnesota). ProQuest Dissertations and Theses, 210. Retrieved from http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1322974486. accountid=14586. (1322974486). • Prosser, J., Loxley, A. (2008). Introducing visual methods. ESRC National Centre for Research Methods review paper. • Smith, N. W., Joffe, H. (2009). Climate change in the British press: the role of the visual. Journal of Risk Research, 12(5), 647-663. • UNESCO (2010). Indigenous knowledge & sustainability. Teaching and learning for a sustainable future: http://www.unesco.org/education/tlsf/mods/theme_c/mod11.html • USEPA. 1991. Volunteer lake monitoring: A methods manual. EPA 440/4-91-002. Office of Water, U. S. Environmental Protection Agency, Washington, DC. References
Notas do Editor
- Foundational goals asserted by teachers…all agreed that they wanted students to do something and “give back”
- Guiding framework: meaningful service, link to curriculum, reflections, diversity, youth voice, partnerships, progress monitoring, duration & intensity
- SSI to frame instructional activities
- Disconnect between classroom instruction, understanding of the natural science, and the learners real lives Local knowledge Many young people form and develop perspectives about scientific concepts and environmental issues through “local knowledge”(UNESCO, 2010). This local knowledge, derived through living and interacting in their local communities, is also a determinant in how young people identify themselves in their world and contribute to the ideas and perceptions of what constitutes their world.
- Focusing on a local SSI provides an authentic context that students can identify and connect with. Suburban, small city, rural
- A way to engage students was to use have a discussion around an image which showcases the issue
- As a part of completing service learning projects, students also participated in researched position debates and produced public service advertisement videos