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Journals / International Journal of Environmental and Science Education (elektronik) / 2011 / Cilt: 6 - Sayı: 1

Çelişkinin ötesinde: çevre eğitimini müfredatın içine alan öğretmenlerin çalışmalarını keşfetme

Beyond contradiction: Exploring the work of secondary science teachers as they embed environmental education in curricula

Astrid STEELE
Pages
1–22
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Traditional secondary science education draws on markedly different pedagogies than those made use of in contemporary environmental education, therefore, embedding environmental education within secondary science curriculum presents both epistemological and practical difficulties for teachers.
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Key Findings & Data:This ethnographic study examines the work of six secondary science teachers in Northern Ontario, Canada, as they engage in an action research project focused on merging environmental education in their science lessons.
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Conclusion & Impact:The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Traditional secondary science education draws on markedly different pedagogies than those made use of in contemporary environmental education, therefore, embedding environmental education within secondary science curriculum presents both epistemological and practical difficulties for teachers. This ethnographic study examines the work of six secondary science teachers in Northern Ontario, Canada, as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of five months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, six propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

Özet

Çağdaş çevre eğitimine göre geleneksel lise fen eğitimi belirgin farklı pedagojileri kullanır, bu nedenle öğretmenler için çevre eğitimini lise fen müfredatının içine alma hem epistemolojik hem de pratik zorluklar sunar. Bu etnografik çalışma altı lise fen öğretmeninin (Nothern Ontaria, Kanada) bir proje kapsamında çevre eğitimini fen derlerine entegresini incelemektedir. Beş aylık kurs boyunca öğretmenler proje ile ilgili görüşlerini ve profesyonel gelişimlerini incelediler ve tartıştılar. Sonuçlar kesin olarak lise öğretmenlerinin çevre eğitimine ilişkin çalışması ile ilgili altı önermenin çalışmanın olası etkisine yönelik bir tartışma için bir taban oluşturduğunu gösterdi. Olası etkiler özellikle çevre eğitiminin fen çalışmalarının içinde verilmesi zorunlu Ontario, Kanada‟da ki liseler için önemlidir.

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Cite This Article

STEELE, A. (2022). Çelişkinin ötesinde: çevre eğitimini müfredatın içine alan öğretmenlerin çalışmalarını keşfetme. International Journal of Environmental and Science Education (elektronik), Cilt: 6 - Sayı: 1, 1–22. https://ajindex.com/articles/540840

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