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| Format: | Artículo científico |
| Language: | en |
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Associação Brasileira de Pesquisa em Educação em Ciências
2014
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| Online Access: | https://www.redalyc.org/articulo.oa?id=571666020001 |
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| _version_ | 1866580213642559488 |
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| author | David B. Zandvliet |
| author_facet | David B. Zandvliet |
| contents | Environmental Learning as a Unique Context for Science Education David B. Zandvliet Carlos G.A. Ormond Educación sustainability science education place based education experiential learning Environmental education Challenges faced by science and environmental educators in respect to the distinctionsand interrelationships between these fields have been many over the past fewdecades. While some scholars note contradicting epistemologies and purposes in theircritique of the nature of an environmental (science) education, this paper considersanother perspective: through participatory methods it examines how environmentallearning may form a unique and qualitatively different context for science education.The paper also highlights a collaborative inquiry into the practices of environmentallearning as it is enacted in formal school curriculums in British Columbia, Canada. Ourefforts involved critical document analysis of frameworks and resources from aroundthe world. Focus groups and interviews conducted over a period of 16 monthsinformed a collaborative writing process that included teachers, academics andgovernment officials. The framework produced offers a conceptual view forenvironmental learning in all settings (including science) while providing severalprinciples of teaching and learning to guide educators in designing activities for variedlearning contexts. The framework provides a number of perspectives around whichenvironmentally-focused lessons may be developed and demonstrates thatenvironmental education should included scientific understandings but be broadened to include other forms of knowledge including aesthetic appreciation, socialresponsibility and the development of an environmental ethic. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020001 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| format | Artículo científico |
| id | redalyc_571666020001 |
| language | en |
| publishDate | 2014 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências |
| spellingShingle | Environmental Learning as a Unique Context for Science Education David B. Zandvliet Educación sustainability science education place based education experiential learning Environmental education Environmental Learning as a Unique Context for Science Education David B. Zandvliet Carlos G.A. Ormond Educación sustainability science education place based education experiential learning Environmental education Challenges faced by science and environmental educators in respect to the distinctionsand interrelationships between these fields have been many over the past fewdecades. While some scholars note contradicting epistemologies and purposes in theircritique of the nature of an environmental (science) education, this paper considersanother perspective: through participatory methods it examines how environmentallearning may form a unique and qualitatively different context for science education.The paper also highlights a collaborative inquiry into the practices of environmentallearning as it is enacted in formal school curriculums in British Columbia, Canada. Ourefforts involved critical document analysis of frameworks and resources from aroundthe world. Focus groups and interviews conducted over a period of 16 monthsinformed a collaborative writing process that included teachers, academics andgovernment officials. The framework produced offers a conceptual view forenvironmental learning in all settings (including science) while providing severalprinciples of teaching and learning to guide educators in designing activities for variedlearning contexts. The framework provides a number of perspectives around whichenvironmentally-focused lessons may be developed and demonstrates thatenvironmental education should included scientific understandings but be broadened to include other forms of knowledge including aesthetic appreciation, socialresponsibility and the development of an environmental ethic. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020001 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| title | Environmental Learning as a Unique Context for Science Education |
| topic | Educación sustainability science education place based education experiential learning Environmental education |
| url | https://www.redalyc.org/articulo.oa?id=571666020001 |