Weitere Kapitel dieses Buchs durch Wischen aufrufen
The instructional module, Southeastern Forests and Climate Change, is an example of innovation in sustainability education. The module was designed for high school science teachers and developed as part of a research project on southern pine productivity in a changing climate. As a result, it combines climate science with pine ecophysiology and economic productivity. It also encourages classroom debate and role playing activities to explore relevant ethical issues. It deftly brings together science education and education for sustainability. The process of developing the instructional module utilized a needs assessment, experimentation, and evaluation which improved program quality. The summative evaluation provided insights about the success of the program. This tight coupling of evaluation and program development created a high quality product that educators are requesting and using.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Disinger, J. (2001). K-12 education and the environment: Perspectives, expectations, and practice. The Journal of Environmental Education,33(1), 4–11. CrossRef
Eilam, E., & Trop, T. (2010). ESD pedagogy: A guide for the perplexed. The Journal of Environmental Education,42(1), 43–64. CrossRef
Ellis, A. K., & Stuen, C. J. (1998). The interdisciplinary curriculum. Larchmont, NY: Eye on Education.
Ernst, J. A., Monroe, M. C., & Simmons, B. (2009). evaluating your environmental education programs: A workbook for practitioners. Washington DC: North American Association for Environmental Education.
Holdren, J., Marrett, C., Suresh, S. (2013). Federal science, technology, engineering, and mathematics (STEM) education 5-year strategic plan. National Science and Technology Council: Committee on STEM Education. http://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf. Accessed 27 Sept 2016.
Ireland, J., & Monroe, M. C. (2015). Should we use wood for energy? An education for sustainable development case study. Applied Environmental Education & Communication,14(2), 82–89. CrossRef
Jickling, B., & Wals, A. E. J. (2012). Debating education for sustainable development 20 years after Rio. Journal of Education for Sustainable Development,6(1), 49–57. CrossRef
Klein, J. T. (1990). Interdisciplinarity: History, theory, and practice. Detroit, MI: Wayne State University Press.
Klein, J. T. (2006). A Platform for a shared discourse of interdisciplinary education. Journal of Social Science Education,5(2), 10–18.
Kopnina, H. (2012). Education for sustainable development (ESD): The turn away from ‘environment’ in environmental education? Environmental Education Research,18(5), 699–717. CrossRef
Klosterman, M. L., & Sadler, T. D. (2010). Multi-level assessment of scientific content knowledge gains associated with socioscientific issues-based instruction. International Journal of Science Education,32(8), 1017–1043. CrossRef
Li, C., Monroe, M. C. (2015). Measuring the effectiveness of materials on climate change and forests. PINEMAP Research Summary. Gainesville, FL: University of Florida. http://www.pinemap.org/publications/research-summaries/education/formative%20eva%20summary_final.pdf. Accessed 22 Aug 2016.
McKeown, R., & Hopkins, C. (2003). EE does not equal ESD: Defusing the worry. Environmental Education Research,9(1), 117–128. CrossRef
Miller, T. R., Baird, T. D., Littlefield, C. M., Kofinas, G., Chapin, F. S., Redman, C.L. (2008). Epistemological pluralism: Reorganizing interdisciplinary research. Ecology and Society, 13(2), 46. http://www.ecologyandsociety.org/vol13/iss2/art46/. Accessed 27 Sept 2016.
Monroe, M. C. (2012). The co-evolution of ESD and EE. Journal of Education for Sustainable Development,6(1), 43–47. CrossRef
Monroe, M. C., Oxarart, A., & Plate, R. (2013). A role for environmental education in climate change for secondary science educators. Applied Environmental Education & Communication,12(1), 4–18. CrossRef
Monroe, M. C., Hall, S., & Li, C. J. (2016). Can climate change enhance biology lessons? A quasi-experiment. Applied Environmental Education & Communication,15(2), 125–137. CrossRef
Newell, W. H. (1992). Academic Disciplines and Undergraduate Interdisciplinary Education: Lessons from the School of Interdisciplinary Studies at Miami University, Ohio. European Journal of Education,27(3), 211–221. CrossRef
Orr, D. W. (2004). Earth in mind: on education, environment, and the human prospect. Washington DC: Island Press.
Patton, M. Q. (1997). Utilization-focused evaluation (3rd ed.). Thousand Oaks, CA: Sage.
Sauvé, L., & Berryman, T. (2005). Challenging a “closing circle”: Alternative research agendas for the ESD decade. Applied Environmental Education & Communication,4(3), 229–232. CrossRef
Stapp, W. B., & Cox, D. A. (1974). Environmental education activities manual. Dexter, MI: Thomson-Shore.
- Innovative Instructional Module Uses Evaluation to Enhance Quality
Martha C. Monroe
Christine Jie Li
Systemische Notwendigkeit zur Weiterentwicklung von Hybridnetzen