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1.
The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers
and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues;
however, without a lens on how those media are created and how representations of science are constructed through media, the
use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use
mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue
based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom
uses of mass media by secondary science teachers’ to explore socio-scientific and sustainability issues as well as the extent
to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability,
and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore
socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability,
and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers,
can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media
to explore socio-scientific issues in line with perspectives from education for sustainability. 相似文献
2.
Edward W. Taylor Deborah Duveskog Esbern Friis-Hansen 《International Journal of Lifelong Education》2013,32(6):725-742
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song, dance and theatre. Through a qualitative design using multiple interviews and observations of the Luhya ethnic group in Western Kenya, involving participants of several FFS programs, the study revealed an intricate picture of fostering transformative learning within the context of NFE, where findings call into question some long-held assumptions about both. 相似文献
3.
Places like zoos, where free-choice learning is encouraged, are important for conveying climate change and sustainability issues to the public. Free-choice learning that targets environmentally focused sustainable behavior changes must be meaningful in order to encourage actual behavior change post-visit. However, visitors often fail to translate their learning into behavior change after a visit. This research explores the role of post-visit action resources (PVARs) in facilitating long-term learning for individual environmental sustainability after a visit to the Leatherdale International Polar Bear Conservation Centre in Winnipeg’s Assiniboine Park Zoo in Manitoba, Canada. An embedded mixed-methods research design used personal meaning maps and follow-up interviews to measure free-choice learning; data were analyzed both quantitatively and qualitatively. Findings revealed that the PVARs positively affected free-choice learning after an on-site visit to the zoo. Recommendations and implications are discussed in relation to practical applications and implications for future research in environmental education. 相似文献
4.
Sophia ?Jeong Stacey?Britton Kimberly?Haverkos Mel?Kutner Teresa?Shume Deborah?Tippins 《Cultural Studies of Science Education》2018,13(1):299-315
The relationship between sustainability and the Anthropocene takes on new meaning in a time of unprecedented human impact on Earth systems. This relationship is at times contested and not well researched but critical in considering how we will respond to environmental challenges of today and the future. Elaborating on the need for new perspectives and nuanced understandings of sustainability, the contributors to this volume draw on posthumanist and “new” feminist materialist methodologies and theoretical lenses to engage readers in ways, which often contrast with prevailing thinking and research. From the cosmopolitics of place in urban Berlin to the watery space of urban wetlands they share research and rich narratives, which illustrate how sustainability is theorized and enacted across a range of diverse educational contexts. Moving beyond the rhetoric of sustainability, the authors invite us to explore innovative ways to engage with new concepts and emerging tensions that are now influencing the fields of education and sustainability. 相似文献
5.
In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education. 相似文献
6.
This paper explores the impact of short immersive residentials at a radical institution for staff currently working in a mainstream one; in this instance, at Schumacher College for those at the nearby University of Plymouth (UK). Schumacher is an independent, alternative college offering residential courses in ‘transformative learning for sustainable living’. Using a qualitative research design, we explore the potential of a University staff Scholarship Scheme partnering with Schumacher to catalyse change towards sustainability in the university's curriculum and pedagogy. Our findings suggest that whilst many of the scholarships realised their anticipated potential to effect change, there was no simple correlation between the scholars' learning and experience at Schumacher and their subsequent personal and professional change. However, since the Plymouth–Schumacher route offers a promising pathway to bring innovation and fresh ideas into thinking and practice, the paper also explores how the mainstream and the radical could interact to better effect, drawing on wider thinking on the principles, challenges and tensions of pursuing sustainability, partnership, institutional learning and change. 相似文献
7.
Sicong Li 《International Journal of Lifelong Education》2013,32(3):316-333
Across the globe populations are ageing and living longer. Older people seek meaningful ways of occupying and enjoying their later years. Frequently, this takes the form of learning a new skill, in this case playing the piano keyboard. From the initial act of commitment to learning comes a raft of related aspects that influence the learner, their family and their community. This qualitative study investigates the keyboard learning experiences of 16 Chinese older amateur keyboard learners who actively participate in group keyboard lessons at Tangshan Older People University, China. This article uses a phenomenological qualitative research approach to explore the meaning of playing keyboard in their later life. This research utilized a case study design. The data were analysed using Interpretative Phenomenological Analysis. The data show how keyboard learning contributes to older adult by providing ways for maintaining emotional well-being, physical well-being, experiencing lifelong learning and realizing their achievement through performance. 相似文献
8.
Despite strong political support for the development of sustainability literacy amongst the UK graduates, embedding sustainability in the higher education curriculum has met with widespread indifference, and in some cases, active resistance. However, opportunities exist beyond the formal curriculum for engaging students in learning about sustainability. Previous research has highlighted the potential of the university campus for experiential, place-based learning about and for sustainability. This has been conceptualised as the ‘informal’ curriculum, consisting of extra-curricular activities and student projects linking estates and operations to formal study. However, the impact of the so-called ‘hidden curriculum’ (the implicit messages a university sends about sustainability through the institutional environment and values) has been overlooked as a potential influence on student learning and behaviour. This article reports on a small-scale research project which utilised a phenomenographic approach to explore students’ perceptions of the ‘hidden sustainability curriculum’ at a leading sustainability university. The findings suggest that helping students deconstruct the hidden campus curriculum may enhance aspects of sustainability literacy; developing students’ understanding about sustainability and creating solutions to sustainability issues, enabling evaluative dialogue around campus sustainability and also self-reflection, which could be transformative and translate into pro-environmental behaviour change. This research is transferable to other contexts. 相似文献
9.
A national curriculum comprising statements of attainment at different levels must be underpinned by some idea of “progression”
in learning. Questions arise as to the nature and meaning of progression. To gain a deeper insight into how children progress
in their understanding of science, this research involves the construction and testing of a hypothetical learning sequence
for the topic of forces. This interim report explains how children aged 7 to 13 are being interviewed to explore their explanations
of phenomena involving forces. These explanations will be mapped onto the sequence to provide a multi-dimensional model of
progression.
Specializations: assessment, curriculum development.
Specializations: assessment, investigations in science, progression in learning science. 相似文献
10.
Stephen C. Yanchar Melissa Hawkley 《Educational technology research and development : ETR & D》2014,62(3):271-291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered. 相似文献
11.
12.
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability. 相似文献
13.
The education for sustainability (EfS) literature espouses participatory, praxis-orientated, place-based and holistic approaches to teaching and learning. The introduction of a first-year EfS unit for pre-service teachers at James Cook University provided an opportunity to explore their attitudes toward EfS and their perceptions of the relevant aspects of the unit to their learning. In this mixed-methods study, pre-service teachers (N = 100) completed a Likert-style survey at the beginning and end of the unit that examined their attitudes toward EfS. Three pre-service teachers were also interviewed to explore further their perceptions and experiences, one semester after completing the unit. Significant improvements were found in pre-service teachers’ EfS self-efficacy, and familiarity with and interest in sustainability issues. Participants also perceived EfS to be relevant to their learning, particularly the praxis-orientated pedagogies in which they engaged, as they believed it developed their knowledge, skills and confidence to teach sustainability in schools. For one pre-service teacher, her experiences of EfS during her practicum enhanced its relevance, as she was able to link theory and practice. The implications of these findings for both teacher education and pedagogical practice for EfS in higher education are also discussed. 相似文献
14.
Jocelyn L. N. Wong 《Asia Pacific Education Review》2010,11(2):131-139
The concept of “professional learning community” (PLC) has been suggested as a tool to improve teachers’ professional competency
and students’ learning outcomes since the mid-1990s. In such a community, teachers can share their individual practices with
the aim of searching for “good practice” based on the outcome of collective inquiry. Such a learning process will result in
a reculturing of the school community by reshaping the existing values and cultures and resolving problems such as teacher
isolation and individualism. China already has a long tradition of teachers working and learning collaboratively, so investigating
collaborative efforts in this context may provide a view of how to contextualize professional development of teachers in schools.
This study attempts to access teachers’ lenses in order to explore their views on the effects of subject-based professional
learning activities. This also helps to explain how teachers work and openly share their practices aiming at improving their
professional competency and student learning outcomes within their communities. Also, factors influencing the sustainability
of a professional learning community will be discussed. 相似文献
15.
如何利用计算机模拟软件来支持一些在实验室无法完成的实验是目前科学教学中迫切需要解决的问题之一。微世界作为支持发现学习的模拟软件,尤其适合于发展科学学科的探索与发现学习活动。学习者利用它提供的操作方法与指令探索其中的领域知识,并观察产生的现象、检验自己的假设,从而发现并习得微世界中蕴藏的领域知识。文章从理解微世界和科学发现学习的含义出发,分析了微世界支持的科学发现的活动过程和学习者存在的困难,从技术应用和支持学习者科学发现学习认知过程两个维度提出了微世界支持的科学发现学习的策略框架,并通过开展教学实践,探索微世界支持小学科学发现学习的教学策略的实施过程,以促进小学科学课堂教学的有效开展,提升小学生的科学素养。 相似文献
16.
Listening to children’s views of spiritual and metaphysical concepts: A new dimension to educational psychology practice? 总被引：1，自引：1，他引：0
Irvine Gersch Fiona Dowling Georgia Panagiotaki Anita Potton 《Educational Psychology in Practice》2008,24(3):225-236
Educational psychologists (EPs) have for many years been developing techniques for listening to children. The aim of the present research was to investigate ways of listening to the “spiritual” views of children in order to develop questions that educational psychologists might use as part of the assessment repertoire. The study explored children’s spiritual concepts such as their purpose for “being on the planet” and the “meaning of their life”. The findings suggest that primary and secondary school children from mixed religious backgrounds can respond to spiritual questions in a clear way. In addition, most children believed that spiritual views influence how children behave. Further research is required to explore whether children’s views of spiritual concepts are linked to learning and progress in school and in life. 相似文献
17.
E. Suzanne Nederlof PhD researcher Ezekiehl N. Odonkor 《The Journal of Agricultural Education and Extension》2013,19(4):249-271
Abstract The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers’ decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in practice? The curriculum deployed is compared to the ‘principles’ for FFS curricula. We assessed the impact of the FFS on the implementation process of Integrated Pest Management (IPM) practices in farmers’ crop management. The appreciation of different stakeholders is also recorded. The analysis shows that the FFS was used as a tool to transfer messages, rather than to foster experiential learning among farmers. The article seeks to analyse the reasons for this shift in objectives and concludes that the way in which the FFS approach was applied in the case of the cowpea project did not allow optimal benefits to be derived from IPM practices. 相似文献
18.
Beatrice Avalos 《Teaching and Teacher Education》2011,27(1):10-20
A review of publications in Teaching and Teacher Education over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. 相似文献
19.
Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy and energy saving. We report on empirical research with two groups of teenagers. This is part of ongoing work to design learning technologies that support teenagers learn about personal energy consumption. In this paper we describe our analysis and methodology, which are shaped by the Ecology of Resources (EoR) design framework [Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London and New York, NY: Routledge]. Our findings informed the development of an EoR model of the participants' personal context, which includes their world resources (people, tools, knowledge, skills, and environment) and their personal resources (conceptions, motivations and concerns around energy consumption). We discuss the range of methods we employed to understand learners' personal contexts. These findings contribute to our understanding of how to explore teenagers' personal contexts and have implications for the design of technology to support learning about personal energy consumption. 相似文献
20.
This multisite qualitative study explored the narratives of Black male college students’ engagement experiences in a Black Male Initiative (BMI) program across three different campuses. To better understand the students’ narratives and experiences, sense of belonging was employed as a theoretical frame to investigate how the participants made meaning from their engagement. The findings suggest that the BMI program provided students with a unique cultural community that enhanced how they felt valued and their persistence in college. In particular, students identified bonding with their Black male peers and learning from Black men connected to the program as central components of the BMI community. That deepened their sense of self and deepened their sense of mattering.
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