Transcript Infusing Environmental Education in the School Curriculum
Infusing Environmental Education in the School Curriculum
Rosanne W. Fortner Professor Emeritus, The Ohio State University Director, COSEE Great Lakes
Goals for School Science (NSES, 1996) to educate students who are able to experience the richness and excitement of knowing about and understanding the natural world ; use appropriate scientific processes and principles in making personal decisions ; engage intelligently in public discourse and debate about matters of scientific and technological concern ; and increase their economic productivity through the use of the knowledge, understanding, and skills of the scientifically literate person in their careers.
Components of EE
ABOUT FOR IN
Two schools of thought:
Environment-based education Uses the environment as subject matter while focusing on academic improvements Results can be seen in testing programs Environmental Literacy programs Focus on attitude and behavior outcomes Results harder to measure, longer to achieve
The ideal: Courses for all students, all levels Reading, writing, mathematics, arts, science, social studies, environment!
Requires philosophical, curricular, and financial commitment Requires teacher education, preservice and inservice For systems-based subject matter For effective use of outdoor sites/centers For portraying nature’s personal & social relevance
The next best option: Infusion + experiences in nature
Rationale :
Tools of the trade for academic subjects
Evidence of effectiveness
Confirmed impacts on science learning through integrated learning in US: KY: EIC* students increased state test scores 10% IL: Demonstrated higher analytical skills WA: paired schools -- higher math, reading, writing, science skills with EIC MN “Zoo School” students: higher ACT scores than peers in state and nation *EIC= Environment as an Integrating Context
Preventing Nature Deficit Disorder
Richard Louv, 2005 “staggering divide between children and the outdoors” Connection to problems: obesity ADHD depression
Why the disorder?
What we can do about it
A child said What is in the grass? fetching it to me with full hands; How could I answer the child? I do not know what it is any more than he. --Walt Whitman Learning, or re-learning, to connect with the real world we live in, the Earth…
Integrated subjects + out-of classroom study = SUCCESS Inquiry based on interactions of Earth systems -- water, land, air, life Relationship of environment to people Relevance through place-based study Not a mainland textbook Not an outdated environmental issue Not “their” story but OURS
EE must be delivered in a way that
Achieves adequate depth Forms a long-term basis for environmental literacy Is compatible with other curriculum benchmarks Progresses year-to-year ”Scope and sequence”
Research needs
Baseline studies Case studies, models Relationship to testing Curriculum infusion points Teacher preparedness, priorities Pilot studies Pre-post assessment