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首页> 外文期刊>Journal of Geoscience Education >Embedding Sustainability Instruction Across Content Areas: Best Classroom Practices From Informal Environmental Education
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Embedding Sustainability Instruction Across Content Areas: Best Classroom Practices From Informal Environmental Education

机译：在内容领域嵌入可持续性教学：非正式环境教育的最佳课堂实践

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Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.
机译：环境教育（EE）促进了学生的科学和环境识字，并解决了内容领域，包括可持续性，生态和公民责任。然而，美国科学内容统计化和EE的跨学科性质历史上，在美国学校内部进行了分散的课程。为了更好地了解可以转移到传统K-12教室的有效EE指导，我们研究了来自六所参与学校的公认的环境住宅营地和学生和教师之间的互动，使用基础理论方法。我们的研究确定了住宅学习中心的目标，指导方法和目标对交付课程的一致性。生成的数据包括课程计划，调查响应和访谈。学生（n = 215）确定了荒野和地质活动，作为他们想要更多的活动;他们还确定了发展好奇心和作为最有意义的发现感。而大多数学生确定的有意义的经历与中心课程目标保持在可选单位内，而且没有明确地在单位活动中明确地定位的类别，而是嵌入在可持续惯例，数据收集和反思中的整个课程中。我们建议嵌入活动和隐式指令可以跨K-12教室内的内容区域包含。教师建模和隐式指导需要最少的课堂时间，并促进学生的科学和环境识字，例如可持续性和公民责任等主题。

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