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Middle school science teachers' agency to implement place-based education curricula about local wildlife

机译：中学生培养基于地方的教育课程关于当地野生动物的原子能机构

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Environmental education researchers and policy makers acknowledge the need to act responsibly toward the environment. Yet, teachers do not always know how to help students translate environmental knowledge into sustainable action. This study examines the implementation of locally developed place-based education (PBE) curriculum for middle school science classes with the intention of promoting environmentally positive behaviors. Camera traps were placed near schools and teachers were provided with photographic data of urban wildlife to use during ecology lessons Through our grounded theory study, we found that teachers who perceived a curricular alignment and drew on curricular agency were willing to adopt and adapt the lessons for their classrooms. Those who did not implement the lessons either lacked curricular agency or perceived a misalignment of the PBE lessons and their school context. Our study informs environmental education professional development leaders, who, we argue, should allow teachers to first explore their own curricular agency and context. In addition, we encourage educators to explore how PBE can create opportunities to teach students about civic engagement
机译：环境教育研究人员和决策者承认需要负责任地朝着环境行事。然而，教师并不总是知道如何帮助学生将环境知识转化为可持续行动。本研究探讨了局部开发的基于地方教育（PBE）课程的中学课程，旨在促进环境积极行为。摄像机陷阱在学校附近放置，教师们通过我们的接地理论研究提供了在生态教训期间使用的城市野生动物的摄影数据，我们发现在课外对齐和吸引课外代理机构的教师愿意采用和调整课程他们的教室。那些没有实施课程的人要么缺乏课程代理商，或者感受到了对PBE课程及其学校背景的不对准。我们的研究通知环境教育专业发展领导者，我们争辩，谁应该让教师首先探索自己的课程代理和背景。此外，我们鼓励教育家探索PBE如何为教学学生提供公民参与的机会

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