Thursday, March 25, 2010
How Ecoliterate Educators Redesign Schools: Principles
"If you are in systems design, you do not try to solve a problem. You look for more problems." Gunter Pauli
Wisdom in Ecoliteracy
Is it true: "The wisdom of the past is going to get us more into trouble?" (Gunter Pauli)
Tuesday, March 23, 2010
What is needed to create an educational system and curriculum based on ecological design principles?
Positive Thinking
Mass Communications
Mega Action on the Ground
What are some important concepts to the assessment of ecological learning?
1. An authentic learner: someone who draws on both cognitive & social understanding
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school.Washington, DC: National Academy Press.
Oers, B. V., & Wardekker, W. (1999). On becoming an authentic learner: Semiotic activity in the early grades. Journal of Curriculum Studies, 31, 229–249.
2. “appropriation of academic discourse into every day life”
Wallace, C. S., Hand, B., & Yang, E.-M. (2004). The science writing heuristic: Using writing as a tool for learning in the laboratory. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction (pp. 355–368). Arlington, VA: National Science Teachers Association Press.
4. ability to translate concepts across the different literacies
Uno, G. E., & Bybee, R. W. (1994). Understanding the dimensions of biological literacy. Bioscience, 44, 553–557.
5. lack of research into college level ecoliteracy (because preservice teachers may not be receiving enough instruction in this area)
Bybee, R. W. (1993). Reforming science education: Social perspectives & personal reflections. New York: Teachers College Press.
6. global vs. local issues – encouraged deeper level thinking
Yeung, L., & Law, N. (2001). Explorations in promoting conceptual change in electrical concepts via ontological category shift. International Journal of Science Education, 23, 111–149.
Case, J. M., & Fraser, D. M. (1999). An investigation into chemical engineering students’ understanding of the mole and the use of concrete activities to promote conceptual change. International Journal of Science Education, 21, 1237–1249.
7. need for products which include revision – because one's thoughts evolve and change in the process of making a cohesive idea
Bereiter, C., & Scardamalia, M. (1987). Psychology of written composition. Hillsdale, NY: Erlbaum.
8. learning processes or methods which include both sense (concepts) and meaning (personal)
Sousa, D. A. (2001). How the brain learns (2nd ed.). Thousand Oaks, CA: Sage.
9. need for learning products/processes which increase metacognitive awareness – because the higher the level of metacognitive learning, the more likely the people are to address their lack of understanding through targetted study/research/inquiry
D’Avanzo, C. (2003). Application of research on learning to college teaching: Ecological examples. Bioscience, 53, 1121–1128.
Mason, L. (1998). Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse. Instructional Science, 26, 359–389.
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
What are some tools being used in the assessment/measurement of ecological literacy?
1. To identify misconceptions: Concept Maps – open-ended ones allow students to express previous knowledge; incorrect links demonstrate misconceptions
Jones, M. G., Carter, G., & Rua, M. J. (2000). Exploring the development of conceptual ecologies: Communities of concepts related to convention and heat. Journal of Research in Science Teaching, 37, 139–159.
2. To help students make personal connections, connections between ideas, clarify ideas, acquire new ideas: Writing
Balgopal, M. M. (2007). Examining undergraduate understanding of natural selection and evolution. (Doctoral dissertation, North Dakota State University, 2007) Dissertation Abstracts International, 68(05), 273.
Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83, 115–130.
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
What does it mean to be ecologically literate?
“After a thorough review of the literature, we formulated our own definition for this study: an ecologically literate person can recognize the relevance and application of ecological concepts to understanding human impacts on ecosystems.”
“We conclude that ecological literacy occurs on a continuum. Authentic learners who can recognize dilemmas, possible decisions, and their ecological consequences are on one end of this continuum. At the other end are the superficial and subjective learners, who do not demonstrate a conceptual framework that is adequate for explaining how their actions may have ecological impacts.”
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
What are some different levels of conceptual understanding?
“At a nominal level, a learner can recognize scientific terms.
At a functional level, a learner can apply scientific terms.
At a structural level, a learner demonstrates procedural knowledge by transferring concepts and describing them in his or her own words.
Last, at a multidimensional level, a learner can examine socioscientific issues and make decisions on the basis of his or her scientific understanding.”
Uno, G. E., & Bybee, R. W. (1994). Understanding the dimensions of biological literacy. Bioscience, 44, 553–557.
At a functional level, a learner can apply scientific terms.
At a structural level, a learner demonstrates procedural knowledge by transferring concepts and describing them in his or her own words.
Last, at a multidimensional level, a learner can examine socioscientific issues and make decisions on the basis of his or her scientific understanding.”
Uno, G. E., & Bybee, R. W. (1994). Understanding the dimensions of biological literacy. Bioscience, 44, 553–557.
What are some related concepts to ecological literacy?
The National Research Council (NRC) defined science literacy as “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity” (NRC, 1996, p. 22).
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
Balgopal, M.M. & Wallace, A.M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy, The Journal of Environmental Education, 40(3), 13-26.
What do people say that ecoliteracy education (pedagogy) is?
“In the pedagogy of education for a sustainable life, the curricula and the contents are the context that support the leamers so that they can creatively develop behaviours and values, for understanding the world.”
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
What major life questions/challenges/tasks does ecoliteracy address?
“The main challenge is to find an answer to the following question: 'How are we going to live in the light of the fact that we are all interconnected in a unique and indivisible community of life, highly threatened on account of the huge proportion of the planet we take for ourselves and on account of our absolute lack of care?'”
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
What are some two-way relationships between nodes in the "network" of ecoliteracy?
Humans have impact on nature, but changes to nature also mean changes to human development, civilization, etc.
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
What are some characteristics of effective ecoliteracy education?
in depth
systemic
multidiscplinary
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
systemic
multidiscplinary
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
What categories of skills are embedded in ecoliteracy?
practical
analytical
philosophical
ethical
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
analytical
philosophical
ethical
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Whose pedagogy is somewhat related?
Paulo Freire
“local”
“intense”
“direct participation”
circular indigenous
"consensus",
skills of specific members,
understanding of context,
complexity,
function of group members
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
“local”
“intense”
“direct participation”
circular indigenous
"consensus",
skills of specific members,
understanding of context,
complexity,
function of group members
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Which areas of study are important to this pedagogy?
Environmental Studies
local history
participative processes
projects methodology
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
local history
participative processes
projects methodology
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Whose work is the development of “ecological literacy” based on?
Fritjof Capra
David Orr
Jeanette Armstrong
Gunter Pauli
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
David Orr
Jeanette Armstrong
Gunter Pauli
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
In project-based learning, what are some guidelines for choosing the type of project?
Recreational projects (such as gardens) seem to help people to feel that they belong and to attract community members.
Duailibi, M. (2006). Ecological literacy: what are we talking about?, Convergence, 34(4), 65-68.
Monday, March 22, 2010
What is Stripling's Inquiry Model?
Connect
awaken prior knowledge
Wonder
generate possible questions
Investigate
seek and discover information
Construct
discover patterns, draw conclusions
Express
create products
Reflect
consider effectiveness of process/product
awaken prior knowledge
Wonder
generate possible questions
Investigate
seek and discover information
Construct
discover patterns, draw conclusions
Express
create products
Reflect
consider effectiveness of process/product
Saturday, March 20, 2010
My Dad on Bears & Mountains
My picture is of something that happened at Manning Park in 1969 to a tourist feeding the bears. He turned his back on the bears and the bear bit him in the bum and ripped half his pants off.
My picture explains that people are naïve in their relationships with bears. They have this Walt-Disney inspired idea about wild animals. Walt-Disney and Hollywood has perpetrated this “friendly animal, thinking animal”, while the truth is that most animals in the wild regard people with fear or as a brunch.The man assumed that the bear was like a dog and that you could just turn your back and ignore it.
I was told (about wild animals and the forest) by my parents. I have engaged in amateur studies all my life. My first memory was of a bear pick up a 200 lb. pig up in its mouth on a farm and carrying it over a two-foot fence – alive!- when I was eight. I learned where bears live in school. They tell you and you remember. I can remember studying about bears.
The first thing that we need to learn about bears is about environment and how people affect them. The second thing is to be wary of them: they're not toys. They're an important part of our world make-up. Some of them are endangered species that we don't want to see go. We, as a human population, circumvent their hunting areas by building towns, cities, road, industrial sites which changes the whole dynamics of their eating/breeding cycles, migration, etc. etc. etc. We also leave too much garbage out for them to eat (black bear, especially) thereby disturbing their habitat. (How do you know that bears eat garbage?) Live in Gold River, live in any of the northern towns. Bears are always rooting around in the garbage. This causes the bears to ingest unnatural food for their digestive systems such as, icecream, candies, baked-goods. Sugar! Because bears can't really eat a lot of sugar. They tolerate honey. And chemicals.
I chose to draw a picture of a tourist because it stuck in my mind. He wanted us to shoot the bear. We were laughing so hard because his bum was hanging out. It left bruises on his bum. Didn't cut the skin, but his pants were hanging off. (If we could only teach tourists or children a few things about the Rockies, would we teach them?) That they are eleven million years old. That it's wilderness, not your neighborhood area where the mall is. That they should enjoy it and see all they can but stay close to your parents. And they should stop occasionally and smell, and hear, and look around, and be tactile. Pick a rock up. Put your hand in the cold river, or feet, whatever.
When people go to the Rockies, they notice how high the mountains are, how thin the air is, how clear the sky is... (softly) how quiet it is... And at night you can see a million stars. No smog. How everything has a place and a cycle. Seasonal change. How different they look in August to January. Two extremes in actual heat. Lots of snow and ice. Animal migration...is a big one. New born babies: March til April...that's a natural thing that animals seem to sense. You go up into the Rockies. All the trees turn a little greener. It's chlorophyll count, that's what does it. And of course all the flowers seem to bloom. There is always an abundance of animals seasonally in Spring and Summer. They come up from the lowlands, right?
An intensive study of the Rockies can help us understand other people who live in mountainous areas, alpine communities, and natural processes at work there. Because we are sort of sedentary species, we don't want to move away from where we are, whether coastal region or flatlands, or urban areas. We should be aware before we move there or visit what to expect. They will realize that there are severe weather changes. If you go to the Himalayas, Tetons, or Alps, the higher elevations...most of the flora and fauna are within the same group. They have the wildcat, the lynx, the bear, the flowers that bloom are all within the same group or category...and birds of prey, same thing. In all of the regions, they have the hawk and the eagle populations that hunt at the higher altitudes...as are their prey: you know little rodents. But, rock formations in all of the major mountain groups in the world are quite different from each other.
As a parent, I would like to tell educators about why ecological learnin is important. In my lifetime I have seen a great change in the environment and in the loss of species. The poisoning of other species – take the killer whale. As simple as ABC, we have to teach our children at an early age that we control the environment, i.e. pollution, parklands, birdhabitats, etc. etc. etc. and it's our responsibility as the latter day generation to impart this knowledge to our children or they won't have it for long. Well, it's true. If we don't tell people now, they're going to lose it. You know, not in our lifetime.
My picture explains that people are naïve in their relationships with bears. They have this Walt-Disney inspired idea about wild animals. Walt-Disney and Hollywood has perpetrated this “friendly animal, thinking animal”, while the truth is that most animals in the wild regard people with fear or as a brunch.The man assumed that the bear was like a dog and that you could just turn your back and ignore it.
I was told (about wild animals and the forest) by my parents. I have engaged in amateur studies all my life. My first memory was of a bear pick up a 200 lb. pig up in its mouth on a farm and carrying it over a two-foot fence – alive!- when I was eight. I learned where bears live in school. They tell you and you remember. I can remember studying about bears.
The first thing that we need to learn about bears is about environment and how people affect them. The second thing is to be wary of them: they're not toys. They're an important part of our world make-up. Some of them are endangered species that we don't want to see go. We, as a human population, circumvent their hunting areas by building towns, cities, road, industrial sites which changes the whole dynamics of their eating/breeding cycles, migration, etc. etc. etc. We also leave too much garbage out for them to eat (black bear, especially) thereby disturbing their habitat. (How do you know that bears eat garbage?) Live in Gold River, live in any of the northern towns. Bears are always rooting around in the garbage. This causes the bears to ingest unnatural food for their digestive systems such as, icecream, candies, baked-goods. Sugar! Because bears can't really eat a lot of sugar. They tolerate honey. And chemicals.
I chose to draw a picture of a tourist because it stuck in my mind. He wanted us to shoot the bear. We were laughing so hard because his bum was hanging out. It left bruises on his bum. Didn't cut the skin, but his pants were hanging off. (If we could only teach tourists or children a few things about the Rockies, would we teach them?) That they are eleven million years old. That it's wilderness, not your neighborhood area where the mall is. That they should enjoy it and see all they can but stay close to your parents. And they should stop occasionally and smell, and hear, and look around, and be tactile. Pick a rock up. Put your hand in the cold river, or feet, whatever.
When people go to the Rockies, they notice how high the mountains are, how thin the air is, how clear the sky is... (softly) how quiet it is... And at night you can see a million stars. No smog. How everything has a place and a cycle. Seasonal change. How different they look in August to January. Two extremes in actual heat. Lots of snow and ice. Animal migration...is a big one. New born babies: March til April...that's a natural thing that animals seem to sense. You go up into the Rockies. All the trees turn a little greener. It's chlorophyll count, that's what does it. And of course all the flowers seem to bloom. There is always an abundance of animals seasonally in Spring and Summer. They come up from the lowlands, right?
An intensive study of the Rockies can help us understand other people who live in mountainous areas, alpine communities, and natural processes at work there. Because we are sort of sedentary species, we don't want to move away from where we are, whether coastal region or flatlands, or urban areas. We should be aware before we move there or visit what to expect. They will realize that there are severe weather changes. If you go to the Himalayas, Tetons, or Alps, the higher elevations...most of the flora and fauna are within the same group. They have the wildcat, the lynx, the bear, the flowers that bloom are all within the same group or category...and birds of prey, same thing. In all of the regions, they have the hawk and the eagle populations that hunt at the higher altitudes...as are their prey: you know little rodents. But, rock formations in all of the major mountain groups in the world are quite different from each other.
As a parent, I would like to tell educators about why ecological learnin is important. In my lifetime I have seen a great change in the environment and in the loss of species. The poisoning of other species – take the killer whale. As simple as ABC, we have to teach our children at an early age that we control the environment, i.e. pollution, parklands, birdhabitats, etc. etc. etc. and it's our responsibility as the latter day generation to impart this knowledge to our children or they won't have it for long. Well, it's true. If we don't tell people now, they're going to lose it. You know, not in our lifetime.
Which ecoliteracy concepts were identified for Kindergartens students in the original formative assessment tool?
- Differentiation between living and non-living things.
- Identification of general habitat (land, air, water) of living things.
- Rating of current(humane) behavior toward an living thing (insect).
- Describe (pictures or words) how insects are beneficial to living systems.
- Rating of habits (choices) about time spent outdoors (frequency/amount of time outdoors).
- Differentiate between favorite indoor/outdoor activities. (identify examples)
- Rating of own knowledge of plants/animals in local ecosystem (schoolyard).
- Identification of 3 plant species and 3 different animal species from different, local habitats.
- Sequence 4/5 items in the lifecycle of a plant and an animal.
- Identification of the words reduce, reuse, recycle.
- Rating of current behavior (frequency) one reduces, reuses, recycles.
- Description of how one would reduce, reuse, or recycle a given object.
- Rating (frequency) of one's behavior: time spent in garden.
- Identification (rating scale) of how local the fruits/vegetables one eats are.
- Rating of how much one feels that one is a part of nature + Description (explanation) with a picture
- Rating of one's impact on the schoolyard: 2 scales - one impact on plants, another on litter
- Identification of how one can improve the world
- Rating of one's understanding of a key quote from ecoliteracy literature
- Explanation a process: Rating of one's confidence in task/drawing of the water cycle
- Identification of general habitat (land, air, water) of living things.
- Rating of current(humane) behavior toward an living thing (insect).
- Describe (pictures or words) how insects are beneficial to living systems.
- Rating of habits (choices) about time spent outdoors (frequency/amount of time outdoors).
- Differentiate between favorite indoor/outdoor activities. (identify examples)
- Rating of own knowledge of plants/animals in local ecosystem (schoolyard).
- Identification of 3 plant species and 3 different animal species from different, local habitats.
- Sequence 4/5 items in the lifecycle of a plant and an animal.
- Identification of the words reduce, reuse, recycle.
- Rating of current behavior (frequency) one reduces, reuses, recycles.
- Description of how one would reduce, reuse, or recycle a given object.
- Rating (frequency) of one's behavior: time spent in garden.
- Identification (rating scale) of how local the fruits/vegetables one eats are.
- Rating of how much one feels that one is a part of nature + Description (explanation) with a picture
- Rating of one's impact on the schoolyard: 2 scales - one impact on plants, another on litter
- Identification of how one can improve the world
- Rating of one's understanding of a key quote from ecoliteracy literature
- Explanation a process: Rating of one's confidence in task/drawing of the water cycle
Grandma on Gardens
Your grandpa used to have a story about a tree - - it must have been Scottish - - I could tell by the language: “I cut you doon...” It was all about the things that you do with a tree. Then it says, “...and may God forgive me.”
I learned about gardens from my mother. She knew all the Latin names of the flowers. I was in Scotland when I learned about it. She learned from her grandfather, who was in charge of a big estate. It had a name on it - - a castle. I can't remember.
It helped me when I started gardening myself. I learned how to plant, how deep different things go, and what weeds look like – that's important, that you know what a weed looks like. Some people don't know a weed from a flower.
A really good garden is one that has pliable soil. Cultivating would be the first step if you wanted to grow a new garden. I don't cultivate anything now, I'm too old. The back hurts. Well, I do grow things on my deck. Well, where I live its easy to buy organically grown vegetables so it wouldn't matter as much if I could not grow things.
I remembering entering potatoes in the Fall Fair and to get six all the same size, I had to dig up about 50 lbs.
You have to have a plentiful supply of water to garden. Carrots like tomatoes.
The first garden I planted, we didn't put a fence around it. The deer got into it and ate the tops off of everything...except the potatoes. They even ate the onions. That's when we learned that there were deer.
Food is grown locally without pesticides and we need farmers that don't use genetically modified seeds.
I have been involved with the Farmer's Institute, Women's Institute and Conservancy. Women's Institute has been involved with GMO free products.
And do you what? We're supposed to look and see if something is GMO free in the grocery store. We also need to check and see if things are made in Canada. We need to support our local suppliers....but you know, I'm not much of a user. I don't buy a lot of stuff. Some people are always going out, buying stuff. I don't. I hate it.
Everything we buy we should look and see - - take the cleaning products, for instance, are natural. Now we have choices. We never used to have. We can buy (green product label) or whatever.
People are more conscious today, I find, than they used to be. I used to be kind of an odd person because I composted and recycled. My own family used to talk about my “wierd garbage” because I separated things for recycling and didn't throw everything in the one bag.
I have made jam with fruit and berries that I raised. I don't eat pickles, so I don't do pickles. I've done canning. I don't anymore. You can only learn about weather and temperature by being outside.
I have one big concern to share with educators about ecological education: Don't use pesticides.
(Humor) My Uncle on: "The Most Important Message for Ecoliteracy Educators"
“4 billion people need to die. It's factually correct because if things are not sustainable then they are unsustainable. Well, the approximate number of people that the planet can support are six billion. And since there are six, well that means that four need to go. And I personally will volunteer to be one of them. I think that we won't have to worry about it because something will do the job for us. The only person who agrees with me on this 100% is [name of individual] and we have completely, independently come to this conclusion: the microbes are going to get us.”
Which of the proposed Kindergarten "systems learning" objectives meet each of the four responsibilities of ecoliteracy educators?
1. to demonstrate to learners why ecoliteracy is important to them and human communities
- Identifies appropriate locations in which to run, swim, play a game (i.e. gives reasons related to natural systems)
- Describes personal benefits of spending time outdoors/in natural spaces
- Demonstrates understanding of how natural materials can be used to create art (sandcastles, stone patterns)
- Uses appropriate vocabulary to discuss changes to their local ecosystem through the seasons/year
- Differentiates between outdoor places they feel safe and those that they feel are dangerous
2. to help learners gain plural perspectives from a range of cultural and empathetic stances
- Identifies appropriate behaviors for designated play areas, school garden, conservation zones, etc.
- Identifies reasons for off-limits areas, no-trash rules, and guidelines for using the wormbin, for example
- Differentiates between humane and inhumane relationships with animals
- Suggests potential uses of walls, mowed lawns, pavements, stony paths, abandoned lots, or railways lines to other living things
- Demonstrates importance of understanding animal body language by acting non-agressively in human-animal interactions
- Demonstrates understanding of reasons why animals in their local habitat communicate with each other
3. to provide learning opportunities about local ecosystems through appropriate curricula, and
- Identifies typical activities of local animals in their natural habitats
- Demonstrates knowledge of local ecosystems by creating detailed drawings with both living and non-living things in relation to each other
- Uses appropriate vocabulary to describe parts of local plants or members of a local biome
- Uses appropriate vocabulary to explain observed natural phenomenon (e.g. tide rising, sky growing darker)
4. to help learners understand what they need to do to keep their own and other living species’‘options open’.
- Demonstrates understanding of how people use local materials to build their homes
- Describes ways humans can minimize impact in places shared with other living creatures (e.g. stay on the path to prevent compacting of earth)
- Uses appropriate vocabulary to talk about tools or equipment that people use to recycle matter or compost
- Demonstrates awareness of “foreign objects”, i.e. human-created objects which have not been looked after (e.g. by picking up garbage along a trail which they walk once a week)
- Identifies native plants which attract local fauna to the school playground
- Identifies types of plant matter used by local animals to build their homes
- Identifies appropriate locations in which to run, swim, play a game (i.e. gives reasons related to natural systems)
- Describes personal benefits of spending time outdoors/in natural spaces
- Demonstrates understanding of how natural materials can be used to create art (sandcastles, stone patterns)
- Uses appropriate vocabulary to discuss changes to their local ecosystem through the seasons/year
- Differentiates between outdoor places they feel safe and those that they feel are dangerous
2. to help learners gain plural perspectives from a range of cultural and empathetic stances
- Identifies appropriate behaviors for designated play areas, school garden, conservation zones, etc.
- Identifies reasons for off-limits areas, no-trash rules, and guidelines for using the wormbin, for example
- Differentiates between humane and inhumane relationships with animals
- Suggests potential uses of walls, mowed lawns, pavements, stony paths, abandoned lots, or railways lines to other living things
- Demonstrates importance of understanding animal body language by acting non-agressively in human-animal interactions
- Demonstrates understanding of reasons why animals in their local habitat communicate with each other
3. to provide learning opportunities about local ecosystems through appropriate curricula, and
- Identifies typical activities of local animals in their natural habitats
- Demonstrates knowledge of local ecosystems by creating detailed drawings with both living and non-living things in relation to each other
- Uses appropriate vocabulary to describe parts of local plants or members of a local biome
- Uses appropriate vocabulary to explain observed natural phenomenon (e.g. tide rising, sky growing darker)
4. to help learners understand what they need to do to keep their own and other living species’‘options open’.
- Demonstrates understanding of how people use local materials to build their homes
- Describes ways humans can minimize impact in places shared with other living creatures (e.g. stay on the path to prevent compacting of earth)
- Uses appropriate vocabulary to talk about tools or equipment that people use to recycle matter or compost
- Demonstrates awareness of “foreign objects”, i.e. human-created objects which have not been looked after (e.g. by picking up garbage along a trail which they walk once a week)
- Identifies native plants which attract local fauna to the school playground
- Identifies types of plant matter used by local animals to build their homes
What might be some appropriate content learning outcomes for the systems learning component of ecological literacy in Kindergarten?
- Identifies typical activities of local animals in their natural habitats
- Identifies appropriate locations in which to run, swim, play a game (i.e. gives reasons related to natural systems)
- Identifies types of plant matter used by local animals to build their homes
- Identifies reasons for off-limits areas, no-trash rules, and guidelines for using the wormbin, for example
- Identifies appropriate behaviors for designated play areas, school garden, conservation zones, etc.
- Identifies native plants which attract local fauna to the school playground
- Describes ways humans can minimize impact in places shared with other living creatures (e.g. stay on the path to prevent compacting of earth)
- Describes personal benefits of spending time outdoors/in natural spaces
- Differentiates between humane and inhumane relationships with animals
- Differentiates between outdoor places they feel safe and those that they feel are dangerous
- Suggests potential uses of walls, mowed lawns, pavements, stony paths, abandoned lots, or railways lines to other living things
- Demonstrates awareness of “foreign objects”, i.e. human-created objects which have not been looked after (e.g. by picking up garbage along a trail which they walk once a week)
- Demonstrates importance of understanding animal body language by acting non-agressively in human-animal interactions
- Demonstrates understanding of reasons why animals in their local habitat communicate with each other
- Demonstrates knowledge of local ecosystems by creating detailed drawings with both living and non-living things in relation to each other
- Demonstrates understanding of how natural materials can be used to create art (sandcastles, stone patterns)
- Demonstrates understanding (rearrange to stay alive)
- Uses appropriate vocabulary to describe parts of local plants or members of a local biome
- Uses appropriate vocabulary to talk about tools or equipment that people use to recycle matter or compost
- Uses appropriate vocabulary to explain observed natural phenomenon (e.g. tide rising, sky growing darker)
- Uses appropriate vocabulary to discuss changes to their local ecosystem through the seasons/year
- Identifies appropriate locations in which to run, swim, play a game (i.e. gives reasons related to natural systems)
- Identifies types of plant matter used by local animals to build their homes
- Identifies reasons for off-limits areas, no-trash rules, and guidelines for using the wormbin, for example
- Identifies appropriate behaviors for designated play areas, school garden, conservation zones, etc.
- Identifies native plants which attract local fauna to the school playground
- Describes ways humans can minimize impact in places shared with other living creatures (e.g. stay on the path to prevent compacting of earth)
- Describes personal benefits of spending time outdoors/in natural spaces
- Differentiates between humane and inhumane relationships with animals
- Differentiates between outdoor places they feel safe and those that they feel are dangerous
- Suggests potential uses of walls, mowed lawns, pavements, stony paths, abandoned lots, or railways lines to other living things
- Demonstrates awareness of “foreign objects”, i.e. human-created objects which have not been looked after (e.g. by picking up garbage along a trail which they walk once a week)
- Demonstrates importance of understanding animal body language by acting non-agressively in human-animal interactions
- Demonstrates understanding of reasons why animals in their local habitat communicate with each other
- Demonstrates knowledge of local ecosystems by creating detailed drawings with both living and non-living things in relation to each other
- Demonstrates understanding of how natural materials can be used to create art (sandcastles, stone patterns)
- Demonstrates understanding (rearrange to stay alive)
- Uses appropriate vocabulary to describe parts of local plants or members of a local biome
- Uses appropriate vocabulary to talk about tools or equipment that people use to recycle matter or compost
- Uses appropriate vocabulary to explain observed natural phenomenon (e.g. tide rising, sky growing darker)
- Uses appropriate vocabulary to discuss changes to their local ecosystem through the seasons/year
What kinds of thinking are currently required of Kindergarten students in object relations? (systems thinking)
IDENTIFICATION
- Of activities (of people)
- Of functions (roles, ways objects extend what the human body can do)
- Of places/contexts
- Of purposes for relationships (preservation of body, so stabilized relationships can happen)
- Of situations (how action in environments changes depending on the community members)
- Of intention (in design, of which elements are used to communicate between members)
DESCRIPTION
- Of behaviors (which balance the organism/community survival within a space)
- Of needs (particularly of human needs, of different kinds of needs – physical, emotional)
DIFFERENTIATION
- Between alternate ways of responding/initiating relationships
- Between environments and types of relationships which happen in them
GENERATION
- Of potential uses (for obects, materials, human communication symbols)
DEMONSTRATIVE
- Of origin (of communication between different members in community)
- Of value (of communications)
- Of purpose (of different types of communications between nodes)
- Of substance (material quality – the bits of wholes, how bits can be arranged different ways)
- Of interactions (between living/non-living parts of systems to create communications)
- Of process (used to create communications)
- Of utility (that organisms reorganize objects in a system to sustain life)
COMMUNICATIVE
- To identify substance/features (material)
- To identify purpose (tools/equipment)
- To identify processes
- To order (number sequence)
- Of activities (of people)
- Of functions (roles, ways objects extend what the human body can do)
- Of places/contexts
- Of purposes for relationships (preservation of body, so stabilized relationships can happen)
- Of situations (how action in environments changes depending on the community members)
- Of intention (in design, of which elements are used to communicate between members)
DESCRIPTION
- Of behaviors (which balance the organism/community survival within a space)
- Of needs (particularly of human needs, of different kinds of needs – physical, emotional)
DIFFERENTIATION
- Between alternate ways of responding/initiating relationships
- Between environments and types of relationships which happen in them
GENERATION
- Of potential uses (for obects, materials, human communication symbols)
DEMONSTRATIVE
- Of origin (of communication between different members in community)
- Of value (of communications)
- Of purpose (of different types of communications between nodes)
- Of substance (material quality – the bits of wholes, how bits can be arranged different ways)
- Of interactions (between living/non-living parts of systems to create communications)
- Of process (used to create communications)
- Of utility (that organisms reorganize objects in a system to sustain life)
COMMUNICATIVE
- To identify substance/features (material)
- To identify purpose (tools/equipment)
- To identify processes
- To order (number sequence)
How do Kindergarten students identify relationships between study objects to understand the human ecosystem?
In Kindergarten, children explore the human ecosystem by learning about materials and tools that people use to create things, about how human-made items are important to people, and about things which can put them in danger.
In the Fine Arts, students “demonstrate an awareness that a variety of materials, tools, equipment, and processes can be used to create images “ and “use appropriate vocabulary to identify materials, tools, equipment, and processes used to create images”. Students demonstrate their understanding by asking different types of questions of objects in a system. This is helpful because students understand causal relations: that people intend to create objects, synthesize ideas, gather materials, use tools to create them, and come up with or modify specific processes. This process is very much hands-on.
Kindergarten students are expected to be able to “identify examples of technologies used in their lives”. This involves a special kind of thinking in which students do not perceive “whole places”, but are able to identify typical items which appear in different kinds of human environments. They are also supposed to understand culturally imposed rules upon how different tools are to be used. In addition to naming every day items which are used to prepare food and provide protection and shelter to their bodies, students also demonstrate aesthetic quality of some technologies when they “demonstrate an awareness that people make and use art”.
Health and Careers Education includes a component in which students “identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community”. Students become aware of how human created environments can pose a danger to young children in their first year of school. Examples of technologies and civilization that students might learn about are highway systems and fast moving cars, concentration of powerful chemical agents, and drug and alcohol-induced crime against young children.
In the Fine Arts, students “demonstrate an awareness that a variety of materials, tools, equipment, and processes can be used to create images “ and “use appropriate vocabulary to identify materials, tools, equipment, and processes used to create images”. Students demonstrate their understanding by asking different types of questions of objects in a system. This is helpful because students understand causal relations: that people intend to create objects, synthesize ideas, gather materials, use tools to create them, and come up with or modify specific processes. This process is very much hands-on.
Kindergarten students are expected to be able to “identify examples of technologies used in their lives”. This involves a special kind of thinking in which students do not perceive “whole places”, but are able to identify typical items which appear in different kinds of human environments. They are also supposed to understand culturally imposed rules upon how different tools are to be used. In addition to naming every day items which are used to prepare food and provide protection and shelter to their bodies, students also demonstrate aesthetic quality of some technologies when they “demonstrate an awareness that people make and use art”.
Health and Careers Education includes a component in which students “identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community”. Students become aware of how human created environments can pose a danger to young children in their first year of school. Examples of technologies and civilization that students might learn about are highway systems and fast moving cars, concentration of powerful chemical agents, and drug and alcohol-induced crime against young children.
How does identifying relationships between study objects in Kindergarten lead to competencies in identifying and addressing issues?
Students in Kindergarten learn about how issues are addressed through understanding relationships and general rules for behavior in human communities.
In Social Studies, children “identify work done in their community” including the work done by community helpers. Students might also learn about services which people provide to domestic and wild animals, or to keep human spaces (e.g. parks) clean, perhaps even to restore aras through replanting of trees. Some groups of students might learn about the work done by people to help those who are homeless.
Students “describe their roles and responsibilities as members of the classroom and school community” and “identify the purpose of classroom and school expectations” in the Government portion of the Social Studies curriculum. There are similar prescribed learning outcomes in other curricula such as, “ identify a variety of jobs and responsibilities they have at home and at school” and “identify safety guidelines for participating in physical activity”. Students in Kindergarten are expected to demonstrate understanding of the importance of human systems (governance) by altering and changing their behavior. Students are not expected to generate their own ideas for appropriate rules based on observations of the way that people relate to each other in the environment at this stage.
In the Fine Arts, students “demonstrate an awareness that an image can be an original artwork or a reproduction”. A teacher might use this PLO to explore social media and the transit of concepts via exploration of patterns in visual images.
In Social Studies, children “identify work done in their community” including the work done by community helpers. Students might also learn about services which people provide to domestic and wild animals, or to keep human spaces (e.g. parks) clean, perhaps even to restore aras through replanting of trees. Some groups of students might learn about the work done by people to help those who are homeless.
Students “describe their roles and responsibilities as members of the classroom and school community” and “identify the purpose of classroom and school expectations” in the Government portion of the Social Studies curriculum. There are similar prescribed learning outcomes in other curricula such as, “ identify a variety of jobs and responsibilities they have at home and at school” and “identify safety guidelines for participating in physical activity”. Students in Kindergarten are expected to demonstrate understanding of the importance of human systems (governance) by altering and changing their behavior. Students are not expected to generate their own ideas for appropriate rules based on observations of the way that people relate to each other in the environment at this stage.
In the Fine Arts, students “demonstrate an awareness that an image can be an original artwork or a reproduction”. A teacher might use this PLO to explore social media and the transit of concepts via exploration of patterns in visual images.
How does identifying relationships between study objects in Kindergarten lead to competencies in defining sustainability and quality of life?
Students in Kindergarten learn about quality of life, but very few of the prescribed learning outcomes that would help them define sustainability address relationships between study objects (and encourage systems thinking).
In Health and Careers education, students learn to “differentiate between positive and negative behaviours in relationships”. This is a prerequisite skill to being able create quality living conditions or to recognize the requirements of healthy human and natural living systems. A teacher might ask students for suggestions about how to improve the conditions of the classroom, such as adding living plants to the classroom. Students also might investigate how much better they treat other people (and plants, animals) when they are in a good mood/treated well by their peers.
In Mathematics, students are learning to value things along a linear scale when they “say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1”. Students need a basic understanding of number in order to evaluate quality and changes to it over time or between places. Students also need this kind of understanding of number in order to understand the order/strength of a relationship between different nodes in a system. Using temperature as an example, the teacher might have students look at the temperature in a fish tank and relate it to whether the water is becoming scummy or not or notice which animals they see outside on cold days.
Kindergarten students explore aesthetic characteristics of human life. For example, they “demonstrate an awareness that particular images have personal value”, “identify aspects of a dramatic work that evoke a response”, “demonstrate an awareness of a variety of purposes for music”, “suggest purposes for a variety of images”. Students might aquire subconscious awareness that quality of aesthetic experiences is better than quantity and that such practices need not require the destruction of living systems. Students might also explore how humans use these media to express ideas or thoughts about the natural environment and to promote sustainable practices.
In Health and Careers education, students learn to “differentiate between positive and negative behaviours in relationships”. This is a prerequisite skill to being able create quality living conditions or to recognize the requirements of healthy human and natural living systems. A teacher might ask students for suggestions about how to improve the conditions of the classroom, such as adding living plants to the classroom. Students also might investigate how much better they treat other people (and plants, animals) when they are in a good mood/treated well by their peers.
In Mathematics, students are learning to value things along a linear scale when they “say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1”. Students need a basic understanding of number in order to evaluate quality and changes to it over time or between places. Students also need this kind of understanding of number in order to understand the order/strength of a relationship between different nodes in a system. Using temperature as an example, the teacher might have students look at the temperature in a fish tank and relate it to whether the water is becoming scummy or not or notice which animals they see outside on cold days.
Kindergarten students explore aesthetic characteristics of human life. For example, they “demonstrate an awareness that particular images have personal value”, “identify aspects of a dramatic work that evoke a response”, “demonstrate an awareness of a variety of purposes for music”, “suggest purposes for a variety of images”. Students might aquire subconscious awareness that quality of aesthetic experiences is better than quantity and that such practices need not require the destruction of living systems. Students might also explore how humans use these media to express ideas or thoughts about the natural environment and to promote sustainable practices.
Friday, March 19, 2010
Which content (not process/skills) Prescribed Learning Outcomes from the Kindergarten curriculum might be met by children inquiring into study objects
Using Features to Identify Things
- describe features of local plants and animals
- identify individual human needs
- differentiate between safe and unsafe substances in terms of their potential to benefit or harm the body (e.g., prescription medicine can benefit the body if used properly, any unknown substance can be dangerous)
- identify benefits of regular participation in physical activity (e.g., it’s fun, it helps them grow strong, it keeps the heart healthy)
- identify the importance of food as fuel for physical activity
- create movements that represent patterns, characters, and other aspects of their world
- describe the many forms that images take
- identify the elements of colour, shape,line, and texture, and the principle of pattern in images and in their environment
- demonstrate an awareness of rhythmic phrases in classroom music
- use symbols to represent simple rhythmic patterns
- identify elements of expression that evoke thoughts, images, and feelings
- represent personal thoughts, images, and feelings experienced in classroom repertoire
- build and describe 3-D objects
- represent and describe numbers 2 to 10, concretely and pictorially
- identify most of the letters of the alphabet and their sounds, and a few high-frequency words, including their name and names of significant others
- demonstrate understanding of concepts about print and concepts about books
Using Features to Make Comparisons Between Objects
- compare local plants
- compare common animals
- identify similarities and differences among families
- use appropriate terminology to identify female and male private body parts
- demonstrate an understanding of appropriate ways to express feelings
- identify form in terms of repetition and unity of rhythmic patterns
- identify changes in pitch and melodic direction
- distinguish one melody from another
- relate a numeral, 1 to 10, to its respective quantity
- sort 3-D objects using a single attribute
- use direct comparison to compare two objects based on a single attribute such as length (height), mass (weight), and volume (capacity)
- compare quantities, 1 to 10, using one-to-one correspondence
Describing Relationships Between Objects
- identify work done in their community
- identify examples of technologies used in their lives
- describe their roles and responsibilities as members of the classroom and school community
- identify the purpose of classroom and school expectations
- identify a variety of jobs and responsibilities they have at home and at school (e.g., clean up toys, obey playground rules)
- identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community
- differentiate between positive and negative behaviours in relationships
- identify safety guidelines for participating in physical activity (e.g., follow instructions, stay within boundaries, use equipment only with supervision)
- suggest purposes for a variety of images
- demonstrate an awareness that an image can be an original artwork or a reproduction
- demonstrate an awareness that particular images have personal value
- demonstrate an awareness that a variety of materials, tools, equipment, and processes can be used to create images
- use appropriate vocabulary to identify materials, tools, equipment, and processes used to create images
- demonstrate an awareness that people make and use art
- identify aspects of a dramatic work that evoke a response
- demonstrate an awareness of a variety of purposes for music
- say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1
Using Features or Number to Make Comparisons Over Time/Describe Space Boundaries
- an awareness of the concept of change
- identify characteristics of different local environments
- demonstrate responsible behaviour in caring for their immediate environment
- demonstrate an awareness that images come from a variety of contexts
- demonstrate an awareness of safety and environmental considerations in the use of materials, tools, equipment, and processes
- identify appropriate environments for a dramatic work
- demonstrate an awareness of historical and cultural contexts of music
- demonstrate an understanding of repeating patterns
- recognize, at a glance, and name familiar arrangements of 1 to 5 objects or dots
- describe features of local plants and animals
- identify individual human needs
- differentiate between safe and unsafe substances in terms of their potential to benefit or harm the body (e.g., prescription medicine can benefit the body if used properly, any unknown substance can be dangerous)
- identify benefits of regular participation in physical activity (e.g., it’s fun, it helps them grow strong, it keeps the heart healthy)
- identify the importance of food as fuel for physical activity
- create movements that represent patterns, characters, and other aspects of their world
- describe the many forms that images take
- identify the elements of colour, shape,line, and texture, and the principle of pattern in images and in their environment
- demonstrate an awareness of rhythmic phrases in classroom music
- use symbols to represent simple rhythmic patterns
- identify elements of expression that evoke thoughts, images, and feelings
- represent personal thoughts, images, and feelings experienced in classroom repertoire
- build and describe 3-D objects
- represent and describe numbers 2 to 10, concretely and pictorially
- identify most of the letters of the alphabet and their sounds, and a few high-frequency words, including their name and names of significant others
- demonstrate understanding of concepts about print and concepts about books
Using Features to Make Comparisons Between Objects
- compare local plants
- compare common animals
- identify similarities and differences among families
- use appropriate terminology to identify female and male private body parts
- demonstrate an understanding of appropriate ways to express feelings
- identify form in terms of repetition and unity of rhythmic patterns
- identify changes in pitch and melodic direction
- distinguish one melody from another
- relate a numeral, 1 to 10, to its respective quantity
- sort 3-D objects using a single attribute
- use direct comparison to compare two objects based on a single attribute such as length (height), mass (weight), and volume (capacity)
- compare quantities, 1 to 10, using one-to-one correspondence
Describing Relationships Between Objects
- identify work done in their community
- identify examples of technologies used in their lives
- describe their roles and responsibilities as members of the classroom and school community
- identify the purpose of classroom and school expectations
- identify a variety of jobs and responsibilities they have at home and at school (e.g., clean up toys, obey playground rules)
- identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community
- differentiate between positive and negative behaviours in relationships
- identify safety guidelines for participating in physical activity (e.g., follow instructions, stay within boundaries, use equipment only with supervision)
- suggest purposes for a variety of images
- demonstrate an awareness that an image can be an original artwork or a reproduction
- demonstrate an awareness that particular images have personal value
- demonstrate an awareness that a variety of materials, tools, equipment, and processes can be used to create images
- use appropriate vocabulary to identify materials, tools, equipment, and processes used to create images
- demonstrate an awareness that people make and use art
- identify aspects of a dramatic work that evoke a response
- demonstrate an awareness of a variety of purposes for music
- say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1
Using Features or Number to Make Comparisons Over Time/Describe Space Boundaries
- an awareness of the concept of change
- identify characteristics of different local environments
- demonstrate responsible behaviour in caring for their immediate environment
- demonstrate an awareness that images come from a variety of contexts
- demonstrate an awareness of safety and environmental considerations in the use of materials, tools, equipment, and processes
- identify appropriate environments for a dramatic work
- demonstrate an awareness of historical and cultural contexts of music
- demonstrate an understanding of repeating patterns
- recognize, at a glance, and name familiar arrangements of 1 to 5 objects or dots
Thursday, March 18, 2010
How have standardized measurements threatened ecological literacy education?
Environmental Science was dropped from the The Third International Mathematics and Science Study. This study sets an international benchmark for achievement. Some areas in Canada have tried to align their curricula closely to such benchmarks such that Canadians will score well. However, this sometimes means that the type of learning and achievement markers bear little reflection of the place in which people live and the rigor of indepth inquiry or critical analysis which hallmarks effect ecoliteracy strategy use.
Puk, T. (1999). Formula for success according to TIMSS or subliminal decay of jurisdictional educultural integrity? The Alberta Journal of Educational Studies, 45(3), 225-238.
Puk, T. (1999). Formula for success according to TIMSS or subliminal decay of jurisdictional educultural integrity? The Alberta Journal of Educational Studies, 45(3), 225-238.
What are some of the studies to show that time spent outdoors helps shape values and behaviors?
James, K. (1993). A qualitative study of factors influencing racial diversity in environmental education. Unpublished PhD dissertation, College of Education and Human Development, University of Minnesota, Minneapolis.
Palmer, J.A. (1993). Development of concern for the environment and formative experiences of educators. Journal of Environmental Education, 24(3), 26-30.
Tanner, T. (1980). Significant life experiences. Journal of Environmental Education, 11(4), 20-24.
Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-26.
Palmer, J.A. (1993). Development of concern for the environment and formative experiences of educators. Journal of Environmental Education, 24(3), 26-30.
Tanner, T. (1980). Significant life experiences. Journal of Environmental Education, 11(4), 20-24.
Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-26.
Who has researched the absence of eco-literacy in teacher education?
McKeown-Ice, R. (2000). Environmental education in the United States: A survey of preservice teacher education programs. Journal of Environmental Education, 32(1), 4-11.
Lin, E. (2002). Trend of environmental education in Canadian pre-service teacher education programs from 1979 to 1996. Canadian Journal of Environmental Education, 7(1), 199-215.
Lin, E. (2002). Trend of environmental education in Canadian pre-service teacher education programs from 1979 to 1996. Canadian Journal of Environmental Education, 7(1), 199-215.
Where can young children explore the natural world and learn about ecological concepts?
- rivers, ponds, and marshes;
- deep woods;
- county park; and
- urban nature.
Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits
and barriers. Journal of Environmental Education, 29(3), 23-31.
in
Puk, T. & Behm, D. (2003). The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools. Canadian Journal of Environmental Education, 8(1), 217-232.
What evidence is there to support nature-bonding as the focus for early childhood?
Young children become paralysed by fear when they fear guilt for ecological destruction at too early an age. Such guilt is typically introduced through “story-telling”, i.e. not through direct experiences with the natural world in their neighborhoods.
Sobel, D. (1995). Beyond ecophobia: Reclaiming the heart of nature education. Clearing, 91(Nov./Dec.), 16-20.
in
Puk, T. & Behm, D. (2003). The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools. Canadian Journal of Environmental Education, 8(1), 217-232.
Sobel, D. (1995). Beyond ecophobia: Reclaiming the heart of nature education. Clearing, 91(Nov./Dec.), 16-20.
in
Puk, T. & Behm, D. (2003). The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools. Canadian Journal of Environmental Education, 8(1), 217-232.
What is the most disturbing news about implementation of ecological literacy curricula?
An “infusion” model (adding learning outcomes to different disciplines) did not successfully transform either the time spent on ecoliteracy concepts in secondary schooling or in the methodology (i.e. outdoor learning environment) used to teach them in Ontario, even after three years.
1.It would appear that this is more problematic in the secondary school level because highschool teachers are more often specialists and may not have received training or education which enables them to make clear connections between their subject areas and eco-literacy concepts.
2.By simply adding eco-literacy concepts to subject area curricula, it obscures the program. There is no clear progression or conceptual organization of the learning, eco-literacy education a tag-on part of classwork.
How might this have come about?
Because securing funding for the development of special “programs” has created an attitude or social belief that ecological learning is “easy” because it involves picking and choosing “activities”, rather than the planning of a theoretically based, developmentally sound curriculum.
What might be the answer?
To develop curricula or choose learning outcomes to center around ecological themes. Interdisciplinary work is still possible. The ecological learning outcomes would not be lost in an effort to “cover the material”. Rather, they would serve as a focus or inquiry topic which would define a depth and scope for other mathematical, language and literacy, science, social studies, etc. learning outcomes in the unit or course.
What would be the benefits of this solution?
Students would have more practice speaking across the disciplines, develop trans-disciplinary understanding, and combine different types of evidence in ways that make sense and reflect real arguments, descriptions, or other products in the real world. Students would also be able to spend extended time periods outdoors, facilitating learning experiences which endure in the memories of students longer.
Puk, T. & Behm, D. (2003). The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools. Canadian Journal of Environmental Education, 8(1), 217-232.
1.It would appear that this is more problematic in the secondary school level because highschool teachers are more often specialists and may not have received training or education which enables them to make clear connections between their subject areas and eco-literacy concepts.
2.By simply adding eco-literacy concepts to subject area curricula, it obscures the program. There is no clear progression or conceptual organization of the learning, eco-literacy education a tag-on part of classwork.
How might this have come about?
Because securing funding for the development of special “programs” has created an attitude or social belief that ecological learning is “easy” because it involves picking and choosing “activities”, rather than the planning of a theoretically based, developmentally sound curriculum.
What might be the answer?
To develop curricula or choose learning outcomes to center around ecological themes. Interdisciplinary work is still possible. The ecological learning outcomes would not be lost in an effort to “cover the material”. Rather, they would serve as a focus or inquiry topic which would define a depth and scope for other mathematical, language and literacy, science, social studies, etc. learning outcomes in the unit or course.
What would be the benefits of this solution?
Students would have more practice speaking across the disciplines, develop trans-disciplinary understanding, and combine different types of evidence in ways that make sense and reflect real arguments, descriptions, or other products in the real world. Students would also be able to spend extended time periods outdoors, facilitating learning experiences which endure in the memories of students longer.
Puk, T. & Behm, D. (2003). The Diluted Curriculum: The Role of Government in Developing EcologicalLiteracy as the First Imperative in Ontario Secondary Schools. Canadian Journal of Environmental Education, 8(1), 217-232.
What is the status in the field of assessment of learning in ecological literacy?
- no evidence of a standardized test
- no evidence of research interest in a standardized test
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
- no evidence of research interest in a standardized test
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
Which science concepts in ecological literacy do some researchers believe are most important for the K-12 curriculum?
- energy dynamics
- energy flow
- species diversity
- materials cycling
- food webs
- ecological succession
- biogeography
- natural selection
- species diversity
- ecosystem succession
Cherrett, J. M. (1989). Key concepts: The results of a survey of members’ opinions. In J. M. Cherrett (Ed.) Ecological concepts (pp. 1−16). Oxford: Blackwell Scientific.
and
Independent Commission on Environmental Education. (1997). Are We Building Environmental Literacy? Washington, DC: Author.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
- energy flow
- species diversity
- materials cycling
- food webs
- ecological succession
- biogeography
- natural selection
- species diversity
- ecosystem succession
Cherrett, J. M. (1989). Key concepts: The results of a survey of members’ opinions. In J. M. Cherrett (Ed.) Ecological concepts (pp. 1−16). Oxford: Blackwell Scientific.
and
Independent Commission on Environmental Education. (1997). Are We Building Environmental Literacy? Washington, DC: Author.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
What different types of ecological literacy are there?
- functional
- cultural
- critical
Stables, A. (1998). Environmental literacy: Functional, cultural, critical. The case of the SCAA guidelines. Environmental Education Research, 4(2), 155−164.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
- cultural
- critical
Stables, A. (1998). Environmental literacy: Functional, cultural, critical. The case of the SCAA guidelines. Environmental Education Research, 4(2), 155−164.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
What does research tell us about what parts of the ecoliteracy curriculum are being taught?
1. Teachers tend to focus on teaching values.
2. Teachers tend to shy away from teaching investigative and action-orientated curriculum.
Ballantyne, R. R., & Packer, J. M. (1996). Teaching and learning in environmental education: Developing environmental conceptions. The Journal of Environmental Education, 27(2), 25−32.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
2. Teachers tend to shy away from teaching investigative and action-orientated curriculum.
Ballantyne, R. R., & Packer, J. M. (1996). Teaching and learning in environmental education: Developing environmental conceptions. The Journal of Environmental Education, 27(2), 25−32.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
What might a developmental curricula for ecoliteracy education look like?
Hungerford et al. (1980) proposed a four-stage process to becoming eco-literate.
1.Foundational Understanding of Processes (e.g. interdependence, energy flow, material cycling)
2.Human Value on Environment (and Human Perception of It)
3.Investigative & Evaluative (students propose viable alternatives to current solutions)
4.Skill Building for Enactment of Values
Hungerford, H. R., Peyton, R. B., &, Wilke, R. J. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42−47.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
1.Foundational Understanding of Processes (e.g. interdependence, energy flow, material cycling)
2.Human Value on Environment (and Human Perception of It)
3.Investigative & Evaluative (students propose viable alternatives to current solutions)
4.Skill Building for Enactment of Values
Hungerford, H. R., Peyton, R. B., &, Wilke, R. J. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11(3), 42−47.
in
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
Where does the term “ecological literacy” come from?
Disinger and Roth (1992) claim that Charles Roth coined the term in 1968.
However, these authors also suggest that 20+ years of research have not helped to clarify the term: there is still no agreed upon definition.
Disinger, J. F., & Roth, C. E. (1992, November). Environmental Literacy. ERIC/CSMEE Digest. Retrieved October 16, 2001 from http://www.ericse.org/digests/dse92-1.html
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
However, these authors also suggest that 20+ years of research have not helped to clarify the term: there is still no agreed upon definition.
Disinger, J. F., & Roth, C. E. (1992, November). Environmental Literacy. ERIC/CSMEE Digest. Retrieved October 16, 2001 from http://www.ericse.org/digests/dse92-1.html
Morrone, M.; Manci, K. & Carr, K. (2001). Development of a metric test group differences in ecological knowledge as one component of environmental literacy, Journal of Environmental Education, 32(4), 33-42.
What might a “spiral curriculum” for ecoliteracy look like?
Children would return to concepts yearly.
Key focus for youngest children would be about ecological processes which provide services to themselves.
Difficult misconceptions would be approached as early as possible and targetted each year.
Children at all levels would learn about processes in natural systems.
Might use Shulman's Taxonomy of Learning (2002) : Engagement & Motivation, Knowledge & Understanding, Performance & Action, Reflection & Critique, Judgement & Design, Commitment & Identity
Would focus on enduring ideas: space, time, evidence, systems
Would be constantly updated to reflect changes to the way that students relate to their environments
Would reflect suggestions from educators about how to differentiate for different levels of understanding/learning within one group (individual/group balance), especially within action or service-learning based tasks/processes
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Key focus for youngest children would be about ecological processes which provide services to themselves.
Difficult misconceptions would be approached as early as possible and targetted each year.
Children at all levels would learn about processes in natural systems.
Might use Shulman's Taxonomy of Learning (2002) : Engagement & Motivation, Knowledge & Understanding, Performance & Action, Reflection & Critique, Judgement & Design, Commitment & Identity
Would focus on enduring ideas: space, time, evidence, systems
Would be constantly updated to reflect changes to the way that students relate to their environments
Would reflect suggestions from educators about how to differentiate for different levels of understanding/learning within one group (individual/group balance), especially within action or service-learning based tasks/processes
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kind of research can best be done at the classroom and school level?
In schools, research can be done about how to assemble a group of professionals with varied knowledge and practice bases so that they can be supportive.
Schools can be involved in providing interdisciplinary teams who design locally-based curriculum by providing information about what is working for their school: about the logistics of program implementation, especially regarding time-scales.
Schools are also a good place in which to negotiate teaching responsibilities so that as many teachers as possible are teaching about ecoliteracy concepts within their subject areas, even if this requires job sharing or rethinking of how children are grouped.
In the classroom, teachers can focus on making observations about how their pedagogical approaches and methods support the development of different ecological thinking skills.
Teachers are also experts at gathering input from learners and communicating with others in the field about insights that students have about how they think and about learning processes.
Because teachers know how particular people demonstrate their understanding best and about how communities of learners learn to express themselves to others, they might also be the best leaders in developing authentic assessment practices.
Teachers have a powerful role to play at this time in developing a definition or concept set for ecological literacy which is “kid friendly”. They know what is “relevant, important, and within the grasp” of their students.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Schools can be involved in providing interdisciplinary teams who design locally-based curriculum by providing information about what is working for their school: about the logistics of program implementation, especially regarding time-scales.
Schools are also a good place in which to negotiate teaching responsibilities so that as many teachers as possible are teaching about ecoliteracy concepts within their subject areas, even if this requires job sharing or rethinking of how children are grouped.
In the classroom, teachers can focus on making observations about how their pedagogical approaches and methods support the development of different ecological thinking skills.
Teachers are also experts at gathering input from learners and communicating with others in the field about insights that students have about how they think and about learning processes.
Because teachers know how particular people demonstrate their understanding best and about how communities of learners learn to express themselves to others, they might also be the best leaders in developing authentic assessment practices.
Teachers have a powerful role to play at this time in developing a definition or concept set for ecological literacy which is “kid friendly”. They know what is “relevant, important, and within the grasp” of their students.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
How might high-stakes assessments facilitate ecoliteracy?
Lower income and minority groups tend to receive less ecological education. High-stakes testing is one way to monitor equitable distribution of learning resources (and development of locally-developed instructional materials for all cachement areas).
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What is the good news in ecological literacy education?
- We know a lot about which ecological concepts are hardest for people understand.
- Technology which makes evidence about those concepts perceivable to the senses is becoming more affordable and accessible to people all the time.
- Pedagogy for participatory/community-based education (from outside of ecoliteracy) is already present to inform the development of pedagogy in this area.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Technology which makes evidence about those concepts perceivable to the senses is becoming more affordable and accessible to people all the time.
- Pedagogy for participatory/community-based education (from outside of ecoliteracy) is already present to inform the development of pedagogy in this area.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of questions can educational researchers in ecoliteracy ask?
- How does the general public learn about ecology?
- How do they learn ecological thinking skills?
- What mental frameworks or processes do people use to think about ecology?
- How does context shape ecological concept development?
Background: There is some research being done about trends in factual ecological knowledge, but less so about how people actually think ecologically. Therefore, we cannot begin to speculate about the influence of the web and other information technologies on ecological thinking.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- How do they learn ecological thinking skills?
- What mental frameworks or processes do people use to think about ecology?
- How does context shape ecological concept development?
Background: There is some research being done about trends in factual ecological knowledge, but less so about how people actually think ecologically. Therefore, we cannot begin to speculate about the influence of the web and other information technologies on ecological thinking.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
How can ecological literacy education be improved? (What are key leverage points or pathways?)
- Educational research
- pedagogy
- instructional materials
- curriculum (scope/sequence)
- professional inquiry (by K-12 teachers)
- professional development, coaching, inservice, consultation
- standards/assessment
- help from post-secondary leaders in integrating ecoliteracy across the curriculum in both K-12 and post-second education
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- pedagogy
- instructional materials
- curriculum (scope/sequence)
- professional inquiry (by K-12 teachers)
- professional development, coaching, inservice, consultation
- standards/assessment
- help from post-secondary leaders in integrating ecoliteracy across the curriculum in both K-12 and post-second education
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What are some challenges/barriers to the process of “greening” education?
- Some people who teach ecoliteracy do not do it by choice
- Some people who teach ecoliteracy are not qualified
- Some people focus too much on “taking action”, leaving out curriculum relevant to understanding of how ecology works
- poor access to up-to-date ecological information
- textbooks are out of date
- curriculum and frameworks for ecoliteracy not renewed and revised
- conservative qualities of institutionalized education
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Some people who teach ecoliteracy are not qualified
- Some people focus too much on “taking action”, leaving out curriculum relevant to understanding of how ecology works
- poor access to up-to-date ecological information
- textbooks are out of date
- curriculum and frameworks for ecoliteracy not renewed and revised
- conservative qualities of institutionalized education
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of socio-cultural understandings do ecoliterate people have?
- Eco-knowledge is a socio-construct: process influenced by values, bias and is social, dynamic, open
- Theories and practice are influenced by society, politics, economics
- ecological understandings relate to social needs/problems
- Ethical stances/frameworks for applying ecoliteracy skills
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Theories and practice are influenced by society, politics, economics
- ecological understandings relate to social needs/problems
- Ethical stances/frameworks for applying ecoliteracy skills
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of creative & empathetic thinking are a part of ecoliteracy?
- Creative approach to problems
- “insight” from human time-scale to understand other living systems
- empathy for other living creatures
- avoid overly subjective or teleologic (purposeful change/design) approach of science (speaking here about “intelligent evolution” theory)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- “insight” from human time-scale to understand other living systems
- empathy for other living creatures
- avoid overly subjective or teleologic (purposeful change/design) approach of science (speaking here about “intelligent evolution” theory)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of mathematical or quantitative thinking happen around ecological literacy topics?
- Understanding of how variability: how it works, sources of variability, controlling factors on it (familiarity with modeling of systems)
- Understanding of how probability relates to stochastic (random, non-deterministic) nature of living systems (limits to models)
- Able to proceed with thinking and investigations despite uncertainty and designing them in such a way as to be continually responsive to uncertainty
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Understanding of how probability relates to stochastic (random, non-deterministic) nature of living systems (limits to models)
- Able to proceed with thinking and investigations despite uncertainty and designing them in such a way as to be continually responsive to uncertainty
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Which ecoliteracy thinking skills transdisciplinary?
- Application of what is understood in the environment to natural sciences
- Understanding of how the disciplines inform one another
- “dispositions and personal traits” to communicate with people studying a question from another disciplinary angle
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Understanding of how the disciplines inform one another
- “dispositions and personal traits” to communicate with people studying a question from another disciplinary angle
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
How do students demonstrate systems thinking in ecoliteracy education?
- by defining a study object: including relationships, components, time/space boundaries
- by identifying overlapping ecological systems in ecological time: populations/genes/evolution and species/communities
- understand hierarchical context of whole systems: reductionism (mechanisms), comparisons in space time (structure), holism (containing systems)
- understand feedback, causal relations, constraints in ecological context
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- by identifying overlapping ecological systems in ecological time: populations/genes/evolution and species/communities
- understand hierarchical context of whole systems: reductionism (mechanisms), comparisons in space time (structure), holism (containing systems)
- understand feedback, causal relations, constraints in ecological context
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Which types of scientific thinking skills are relevant to ecoliteracy?
- ability to select types of evidence and evidence-collecting methods/tools
- ability to interpret, understand, and apply different types of evidence
- ability to inquiry: to think through questions, perform an investigation based on the question, and participate (in a group) in the collection of evidence
Implication: Students should have the opportunity to design and carry out their own inquiries into ecological issues and questions, especially with topics related to concepts that are important in their every-day experiences
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- ability to interpret, understand, and apply different types of evidence
- ability to inquiry: to think through questions, perform an investigation based on the question, and participate (in a group) in the collection of evidence
Implication: Students should have the opportunity to design and carry out their own inquiries into ecological issues and questions, especially with topics related to concepts that are important in their every-day experiences
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of thinking are used in ecoliteracy?
- scientific/evidence-based
- systems
- trans-disciplinary
- spatial
- temporal
- quantitative (especially probability/uncertainty)
- creative/empathetic
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- systems
- trans-disciplinary
- spatial
- temporal
- quantitative (especially probability/uncertainty)
- creative/empathetic
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What is the importance of understanding reproduction and heritability in ecoliteracy?
It helps people to understand the rates of recovery or adjustment that organisms in communities must undergo to survive. This is important because it presents us with both a view of time from a life-based perspective. It also helps us think about how important or impactful our actions might be.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What are some key understandings of ecological literacy that are important to all citizens? (rather than specialists from scientific-type fields)?
- Familiarity with one's “ecological address” (or “neighborhood”)
- ecological basis for human existence
- ecology of systems which sustain human life
- globe as ecosystem
- genetic/evolutionary concepts
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- ecological basis for human existence
- ecology of systems which sustain human life
- globe as ecosystem
- genetic/evolutionary concepts
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of thinking skills are attitudes are subsumed under ecological literacy?
- Self-reflection
- meta-cognition
- ability to learn from experience/action
- thinking through feelings/values
- developing one's self-confidence (self-efficacy)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- meta-cognition
- ability to learn from experience/action
- thinking through feelings/values
- developing one's self-confidence (self-efficacy)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What competencies exist in the overlap between ecoliteracy and values awareness?
“I am aware of and appreciate the 'other'”
“I can think, 'what then?'”
“I can be cautious and humble”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
“I can think, 'what then?'”
“I can be cautious and humble”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What competencies exist in the overlap between ecoliteracy and civics education?
“I can define sustainability, quality of life”
“I can identify and address issues”
“I understand the human ecosystem”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
“I can identify and address issues”
“I understand the human ecosystem”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What are the consequences of a marginalized stance on ecological literacy?
- Students learn about ecological principles through special programs. During the programs, the coordinators focus on all of the aspects of ecoliteracy at once in an effort to ensure students' exposure/opportunity to encounter and make connections to ideas.
- Too much focus on human-created “problems” rather than on creative, generative, or solution-based work.
- Divisiveness/competition: the science or values camps
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- Too much focus on human-created “problems” rather than on creative, generative, or solution-based work.
- Divisiveness/competition: the science or values camps
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What kinds of questions do ecoliteracy educators have to ask themselves about the values they promote?
1.“What and who will determine the values students get exposed to?”
2.“How will this exposure be carried out and placed in the fuller learning experience?”
3.“Will the values be made clear and explicit, and are the learners given the freedom, guidance, and opportunity to integrate the values (or not) into their own value system?”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
2.“How will this exposure be carried out and placed in the fuller learning experience?”
3.“Will the values be made clear and explicit, and are the learners given the freedom, guidance, and opportunity to integrate the values (or not) into their own value system?”
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What are some concerns about ecoliteracy education?
- Many people rely on outdated science, epistemology
- too rigid view of education as being linear, rigid, hierarchical (working from facts to behaviors)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- too rigid view of education as being linear, rigid, hierarchical (working from facts to behaviors)
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
Who are ecological literacy teachers?
- some study science, some mistrust it
- some have specific training, some have none
- some are passionate, some are not
- some think that ecology has a large role to play in the practice of education, others do not
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
- some have specific training, some have none
- some are passionate, some are not
- some think that ecology has a large role to play in the practice of education, others do not
Berkowitz, A.R., Ford, M.E. & Brewer, C.A. (2005). A framework for integrating ecological literacy, civics literacy, and ecological citizenship in environmental education. In Johnson, E.A. & Mappin, M. Environmental education and advocacy: changing perspectives of ecology and education. Cambridge: Cambridge University Press. 227- 266.
What are characteristics of the system beliefs of which ecoliteracy is a part?
- Participatory democracy
- ethical obligations to the “land community”
- ecological design
- simplicity
- widespread education/understanding of principles of natural systems
- decentralization
- human-scale technologies
- holism
- patterns
- connections
- diversity
- life as sacred
- anti-militarism
- justice
- preservation/conservation
- anti-authoritarian
- peace
- fairness
- sustainability
- humans as finite/fallible
- world limited by natural laws
- durability
- prudence
- stewardship
- celebration of creation
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
- ethical obligations to the “land community”
- ecological design
- simplicity
- widespread education/understanding of principles of natural systems
- decentralization
- human-scale technologies
- holism
- patterns
- connections
- diversity
- life as sacred
- anti-militarism
- justice
- preservation/conservation
- anti-authoritarian
- peace
- fairness
- sustainability
- humans as finite/fallible
- world limited by natural laws
- durability
- prudence
- stewardship
- celebration of creation
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
How do you make ecological literacy happen for the individual?
1.Experience with the natural world during early childhood: “competence can only be gained through doing”
2.an older teacher or mentor
3.“seminal books” that expand what has already been experienced
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
2.an older teacher or mentor
3.“seminal books” that expand what has already been experienced
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
What are some barriers to the development of ecological literacy?
1. People who are ecological literacy “must buck the pressures towards narrowness and also endure a great deal of professional rejection and hostility”
2. “over simplification” in a “laboratory” education or examination of ideas: organisms or topics are talked about in isolation instead of their relation to systems “To see things in their wholeness is poltically threatening.
3. lack of aesthetic appreciation: the belief that ugliness is normal (Rene Dubos), “fundamental disharmony between people and their environment”, “sign of disease”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
2. “over simplification” in a “laboratory” education or examination of ideas: organisms or topics are talked about in isolation instead of their relation to systems “To see things in their wholeness is poltically threatening.
3. lack of aesthetic appreciation: the belief that ugliness is normal (Rene Dubos), “fundamental disharmony between people and their environment”, “sign of disease”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
What are the results of ecological illiteracy?
- “the result is a generation of ecological yahoos”
- “wounds we have inflicted in the natural world in the name of mastery”
- “People who do not know the ground on which they stand miss one of the elements of good thinking which is the ability to distinguish between health and disease in natural systems and their relation to health and disease in human ones”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
- “wounds we have inflicted in the natural world in the name of mastery”
- “People who do not know the ground on which they stand miss one of the elements of good thinking which is the ability to distinguish between health and disease in natural systems and their relation to health and disease in human ones”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
How does ecological literacy relate to school curricula?
1.“The failure to teach ecological literacy is a sin of omission and of comission. Not only are we failing to teach the basics about the earth and how it works, but we are in fact teaching a lot of stuff that is simply wrong.”
2.“revitalization and broadening of the concept of citizenship to include membership in a planetwide community of humans and living things”
3.reorientation towards a network system of government in which every individual is responsible
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
2.“revitalization and broadening of the concept of citizenship to include membership in a planetwide community of humans and living things”
3.reorientation towards a network system of government in which every individual is responsible
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
What are the stages of ecological literacy?
1.“to know that our health, well-being and ultimately our survival depend on working with, not against natural forces”
2.“to know something of the speed of crisis that is upon us” (magnitudes, rates, trends) and “to understand the human enterprise for what it is”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
2.“to know something of the speed of crisis that is upon us” (magnitudes, rates, trends) and “to understand the human enterprise for what it is”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
What kind of understanding does ecological literacy entail?
- Garret Hardin said ecological literacy is being able to ask “What then?”...“'What then?' questions have not come easy to us despite all of our formidable advancements in other areas.”
- “comprehension of the dynamics of the modern world”
- “thorough understanding of the ways in which people and whole societies have become destructive”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
- “comprehension of the dynamics of the modern world”
- “thorough understanding of the ways in which people and whole societies have become destructive”
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
What are some misconceptions that ecologically illiterate people have?
- Nature is dangerous and messy business
- Nature is cute
- Nature is a resource for us to exploit
Orr, D. (2006). 12 Ecological Literacy in Pretty, J. Environment Volume 1. Key Issues for the 21st Century. SAGE: Thousand Oaks. pp. 175-183.
Tuesday, March 16, 2010
Why is sustainable development important?
1. What is sustainable development?
There are three, interrelated systems to consider when making sustainable development choices:
- the environmental
- the social
- the economic
Sustainable development rests on the premise that humans are part of various communities of organisms which make up a network of natural systems. Changes to the way that we relate to the environment influence the ways that we relate to each other. Changes to the way that we relate to each other influence our environment.
2. What are the benefits of sustainable development?
- continued biodiversity
- continued or improved biome resiliency
- stronger communities
- more equitable rights and responsibilities
- people empowered to meet their own needs
- thriving local and global economies
3. Other considerations:
We don't fully know what our human impact is on systems (such as the water cycle).
We cannot fully imagine how the needs of future human communities will differ from ours.
Policies are not sufficient to bring about the type of change needed because of the way that humans are “programmed” to think. (in time scales and consequences)
There are complex issues related to health and how massive numbers of unhealthy people, animals, or systems influence the whole.
4. Critique
That sustainable development maintains a technocratic view of the environment: that appropriate technology and science are sufficient to solve all of our problems, that continued “growth” is possible, and that it is appropriate to treat both nodes (e.g. organisms, minerals) and processes in living systems as resources to be managed.
That actions taken in the name of “sustainable development” are sometimes taken without public consent, in order to oppress “lesser developed” communities, or are only condoned because they affirm the continued ethic of “private property”.
There are three, interrelated systems to consider when making sustainable development choices:
- the environmental
- the social
- the economic
Sustainable development rests on the premise that humans are part of various communities of organisms which make up a network of natural systems. Changes to the way that we relate to the environment influence the ways that we relate to each other. Changes to the way that we relate to each other influence our environment.
2. What are the benefits of sustainable development?
- continued biodiversity
- continued or improved biome resiliency
- stronger communities
- more equitable rights and responsibilities
- people empowered to meet their own needs
- thriving local and global economies
3. Other considerations:
We don't fully know what our human impact is on systems (such as the water cycle).
We cannot fully imagine how the needs of future human communities will differ from ours.
Policies are not sufficient to bring about the type of change needed because of the way that humans are “programmed” to think. (in time scales and consequences)
There are complex issues related to health and how massive numbers of unhealthy people, animals, or systems influence the whole.
4. Critique
That sustainable development maintains a technocratic view of the environment: that appropriate technology and science are sufficient to solve all of our problems, that continued “growth” is possible, and that it is appropriate to treat both nodes (e.g. organisms, minerals) and processes in living systems as resources to be managed.
That actions taken in the name of “sustainable development” are sometimes taken without public consent, in order to oppress “lesser developed” communities, or are only condoned because they affirm the continued ethic of “private property”.
Four Proposed Responsibilities of Ecoliteracy Educators
1. to demonstrate to learners why sustainable development is important to them
2. to help learners gain plural perspectives from a range of ‘cultural stances’
3. to provide learning opportunities through appropriate curricula, and
4. to help learners understand what they need to do to keep their own and other peoples’‘options open’.
Scott, W. (2002). Educations and sustainable development: challenges, responses and frames of mind, Trumpeter, Journal of Ecosophy, 18(1), pp. 06.1–6.12. Available at http://trumpeter.athabascau.ca/content/v18.1/scott.pdf (accessed August 2003).
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
2. to help learners gain plural perspectives from a range of ‘cultural stances’
3. to provide learning opportunities through appropriate curricula, and
4. to help learners understand what they need to do to keep their own and other peoples’‘options open’.
Scott, W. (2002). Educations and sustainable development: challenges, responses and frames of mind, Trumpeter, Journal of Ecosophy, 18(1), pp. 06.1–6.12. Available at http://trumpeter.athabascau.ca/content/v18.1/scott.pdf (accessed August 2003).
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
"greening the curriculum": Process of Elimination
Failed Strategy 1:
Offer short-term, intensive courses
Problems:
Students do not link this to their disciplinary learning
Ecoliteracy concepts quickly forgotten
Failed Strategy 2:
Offer specialized courses of programs (sometimes offered in highschools in BC)
Problems:
“ghettoization” of knowledge
“tokenism” when modules are added to programs
Two ways alternative is described:
1.“curriculum greening”
Ashmole, A. (1996). Curriculum Greening: A Resource Pack for Integrating Environmental Perspectives into Curses (Edinburgh: University of Edinburgh Centre for the study of Environmental Change and Sustainability). Available at http://www.cecs.ed.ac.uk/greeninfo/gcpack/index2.htm
2. suffuse curriculum with “green issues”
Ali Khan, S. (1991) Greening the Curriculum (London: World Wildlife Federation with the Committee of Directors of Polytechnics).
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
Offer short-term, intensive courses
Problems:
Students do not link this to their disciplinary learning
Ecoliteracy concepts quickly forgotten
Failed Strategy 2:
Offer specialized courses of programs (sometimes offered in highschools in BC)
Problems:
“ghettoization” of knowledge
“tokenism” when modules are added to programs
Two ways alternative is described:
1.“curriculum greening”
Ashmole, A. (1996). Curriculum Greening: A Resource Pack for Integrating Environmental Perspectives into Curses (Edinburgh: University of Edinburgh Centre for the study of Environmental Change and Sustainability). Available at http://www.cecs.ed.ac.uk/greeninfo/gcpack/index2.htm
2. suffuse curriculum with “green issues”
Ali Khan, S. (1991) Greening the Curriculum (London: World Wildlife Federation with the Committee of Directors of Polytechnics).
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
Definitions
What are the similarities and differences between the following topics?
- greening the curriculum
- education for sustainable development
- sustainability education
- environmental education
It appears that these terms have not been well examined for differential values and contextual appropriateness.
McKeown, R. & Hopkins, C. (2003). EE (does not equal sign) ESD: defusing the worry, Environmental Education Research, 9(1), pp. 117–128.
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
- greening the curriculum
- education for sustainable development
- sustainability education
- environmental education
It appears that these terms have not been well examined for differential values and contextual appropriateness.
McKeown, R. & Hopkins, C. (2003). EE (does not equal sign) ESD: defusing the worry, Environmental Education Research, 9(1), pp. 117–128.
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
Timeline of Important International Events/Documents
October 1977, Intergovernmental Conference on Environmental Education’s “Tiblisi Declaration”, facets of green education identified: natural/built environments, human technologies, social components/institutions, interdisciplinary nature, and importance of life-long learning
December 1991, Conference on University Action for Sustainable Development’s “Halifax Declaration”, urged concrete, locally-based actions
June 1992, United Nations Conference on Environment and Development's “Chapter 36”, encouraged more “open and outward” looking educational institutions that integrated sustainable understanding across disciplines
1993 “Kyoto Declaration on Sustainable Development” (education is a facet of human and social development) “development which meets the needs of the present without compromising the needs of future generations” consequences are that schools should be more equitable (within and between), focus on ethics
1994 “The Earth Charter”, introduced humanity as one family with one past and one future and one responsibility for other living thing/systems on the planet
December 1997 “Thessaloniki Declaration” stressed importance of teacher training, importance of teachers as envoys or criers to the community, suggested that funds for this come from money “saved” through greening economy
April 2000, UNESCO's “Dakar Framework for Action”. Stressed basic education. Targets environmental, teacher education.
September 2002, “Ubuntu Declaration on Education and Science and Technology for Sustainable Development”, called for inclusion of educators in development planning, suggested the examination of curricula/programs, “creating learning modules which bring skills, knowledge, reflections, ethics and values together in a balanced way.” (UNESCO, 2002)
February 2003, Resolution 57/254: ‘United Nations Decade of Education for Sustainable Development’
Memorable Quote:
““the crisis of the biosphere is symptomatic of a prior crisis of mind, perception and heart. It is not so much a problem in education but a problem of education” (Orr quoted in Viederman, 2001, p. 2).”
Viederman, S. (2001) Ecological Literacy: Can Colleges Save the World? (Boston: Second Nature—Education for Sustainability Resource Guides). Available at http://www.secondnature.org/guidesy_writings_viederman.html.
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
December 1991, Conference on University Action for Sustainable Development’s “Halifax Declaration”, urged concrete, locally-based actions
June 1992, United Nations Conference on Environment and Development's “Chapter 36”, encouraged more “open and outward” looking educational institutions that integrated sustainable understanding across disciplines
1993 “Kyoto Declaration on Sustainable Development” (education is a facet of human and social development) “development which meets the needs of the present without compromising the needs of future generations” consequences are that schools should be more equitable (within and between), focus on ethics
1994 “The Earth Charter”, introduced humanity as one family with one past and one future and one responsibility for other living thing/systems on the planet
December 1997 “Thessaloniki Declaration” stressed importance of teacher training, importance of teachers as envoys or criers to the community, suggested that funds for this come from money “saved” through greening economy
April 2000, UNESCO's “Dakar Framework for Action”. Stressed basic education. Targets environmental, teacher education.
September 2002, “Ubuntu Declaration on Education and Science and Technology for Sustainable Development”, called for inclusion of educators in development planning, suggested the examination of curricula/programs, “creating learning modules which bring skills, knowledge, reflections, ethics and values together in a balanced way.” (UNESCO, 2002)
February 2003, Resolution 57/254: ‘United Nations Decade of Education for Sustainable Development’
Memorable Quote:
““the crisis of the biosphere is symptomatic of a prior crisis of mind, perception and heart. It is not so much a problem in education but a problem of education” (Orr quoted in Viederman, 2001, p. 2).”
Viederman, S. (2001) Ecological Literacy: Can Colleges Save the World? (Boston: Second Nature—Education for Sustainability Resource Guides). Available at http://www.secondnature.org/guidesy_writings_viederman.html.
Haigh, M. (2005). Greening the University Curriculum: Appraising an International Movement. Journal of Geography in Higher Education, Vol. 29 Issue 1, p31-48.
What are students doing?
Students think about consequences for them and for others (who is upstream and who is downstream)
Students design school grounds, are involved in directing adults who enact changes to the place they learn, and come to agreement about issues
Excerpt:
"It's not so much that we want them to say, 'Oh we had a cool school. We put solar panels on the roof. We had a garden and we composted.' But rather we want them to be able to express why they did those things and why they're important."
Barlow, D. (2009). Smart by Nature: Schooling for sustainability. Education Digest, Dec2009, Vol. 75 Issue 4, p70-71.
Students design school grounds, are involved in directing adults who enact changes to the place they learn, and come to agreement about issues
Excerpt:
"It's not so much that we want them to say, 'Oh we had a cool school. We put solar panels on the roof. We had a garden and we composted.' But rather we want them to be able to express why they did those things and why they're important."
Barlow, D. (2009). Smart by Nature: Schooling for sustainability. Education Digest, Dec2009, Vol. 75 Issue 4, p70-71.
Research Question
What are some potential applications of principles of natural systems to improve ecoliteracy learning among K-3 students in British Columbian schools?
Monday, March 15, 2010
I'm using Twitter to keep track of the kind of questions that I have as I read, talk to people, or view objects about this topic.
http://twitter.com/AlisonSpear
Sources of Inquiry Questions from Outside of the Community of Learners
1. Environmental Influences
Recent research suggests that educators involved in long-term, self-directed, self-organized peer-group professional development are more likely to implement their learning in their practice, to become creators of learning resources, and to articulate the purpose of their practices using a deep theoretical base. An increase in violence against and between students, educators, and other members of schooling communities is a cause for concern. As well as a provincial push to make schools safe places to learn, there is also a recent focus on using education as an agent of peace and tool to increase solidarity between young people and educators. Increasing affordability of technology and improvement of online instruction, as well as a strong, local concern about the negative influences of institutional schooling means that more students are enrolling in distance and distributed education.
Questions
- How have professional learning communities contributed to ecoliteracy research? Is the chosen formative assessment tool an exemplary model of this process?
- How will this school-level ecoliteracy assessment enable learners to develop relationships with a wider network of people and living systems?
- How well will this assessment contribute to the dialogue between educators and community members about the benefits and costs of home learning in early primary years? (In other words, will they use it to compare and contrast different kinds of competencies which arise from different learning environments and learning groups?)
2. Mandated Changes
Several changes to Integrated Resource Packages(NOTE: referencing British Columbia Ministry of Education Documents) have been made in an attempt to green the curricula, such as added Prescribed Learning Outcomes in the portion related to the human/environment relations. Both myself, many teachers and community members, may not be caught up on these changes and their implications for classroom practice and changing focus in learning product and process design. Additionally, parents and caregivers are now allowed to choose the school which the children in their care attend. This has influenced both schools and districts to be more proactive in writing vision statements, establishing missions, and designing new programs or launching initiatives. Some of these relate to ecoliteracy, sometimes with a warm reception but other times with hostile remarks fueled by misunderstandings of what the importance of ecoliteracy means. Finally, a ministry change to fund education on a per capita basis and falling enrollment rates mean that many rural areas now have multi-age classrooms. A focus on differentiation has also been met with suspicion by some community members.
Questions
- What key curricular documents does this assessment reference: is the main purpose of the assessment to evaluate students' understanding of curricular concepts or the impacts of facilities, social climate, and community change?
- Who is the audience of the ecoliteracy survey? Are we making students cater to the needs of a larger community? Can we justify this?
- Will the data collected include student names? grades? Will it measure progress over time, i.e. do the questions need to become static? If data is collected about certain age groups, will the learning activities and facilities be consistent for the whole group or will they vary?
Recent research suggests that educators involved in long-term, self-directed, self-organized peer-group professional development are more likely to implement their learning in their practice, to become creators of learning resources, and to articulate the purpose of their practices using a deep theoretical base. An increase in violence against and between students, educators, and other members of schooling communities is a cause for concern. As well as a provincial push to make schools safe places to learn, there is also a recent focus on using education as an agent of peace and tool to increase solidarity between young people and educators. Increasing affordability of technology and improvement of online instruction, as well as a strong, local concern about the negative influences of institutional schooling means that more students are enrolling in distance and distributed education.
Questions
- How have professional learning communities contributed to ecoliteracy research? Is the chosen formative assessment tool an exemplary model of this process?
- How will this school-level ecoliteracy assessment enable learners to develop relationships with a wider network of people and living systems?
- How well will this assessment contribute to the dialogue between educators and community members about the benefits and costs of home learning in early primary years? (In other words, will they use it to compare and contrast different kinds of competencies which arise from different learning environments and learning groups?)
2. Mandated Changes
Several changes to Integrated Resource Packages(NOTE: referencing British Columbia Ministry of Education Documents) have been made in an attempt to green the curricula, such as added Prescribed Learning Outcomes in the portion related to the human/environment relations. Both myself, many teachers and community members, may not be caught up on these changes and their implications for classroom practice and changing focus in learning product and process design. Additionally, parents and caregivers are now allowed to choose the school which the children in their care attend. This has influenced both schools and districts to be more proactive in writing vision statements, establishing missions, and designing new programs or launching initiatives. Some of these relate to ecoliteracy, sometimes with a warm reception but other times with hostile remarks fueled by misunderstandings of what the importance of ecoliteracy means. Finally, a ministry change to fund education on a per capita basis and falling enrollment rates mean that many rural areas now have multi-age classrooms. A focus on differentiation has also been met with suspicion by some community members.
Questions
- What key curricular documents does this assessment reference: is the main purpose of the assessment to evaluate students' understanding of curricular concepts or the impacts of facilities, social climate, and community change?
- Who is the audience of the ecoliteracy survey? Are we making students cater to the needs of a larger community? Can we justify this?
- Will the data collected include student names? grades? Will it measure progress over time, i.e. do the questions need to become static? If data is collected about certain age groups, will the learning activities and facilities be consistent for the whole group or will they vary?
Sources of Problems from the School/Classroom
a) Problem Faced
A current focus on accountability has altered the way that young children's knowledge, behavior, and attitudes towards ecoliteracy are being assessed. Many stakeholders are challenging the effectiveness of schools to meet the ecoliteracy learning needs of today's students and are demanding quantitative or measurable data. However, such rigorous tests demand reading and writing skills beyond the capabilities of early primary students.
Questions:
- Are quantitative assessments appropriate to ecoliteracy?
- What are the main perceived barriers to educators when administering such tests?
- Should early primary students produce a different kind of product for measurement?
b) Potential Improvement
Teachers administering such "tests" to large groups of students are not only not likely to succeed in managing classroom attitudes and behaviors. Students are also unable to interpret what kind of information is being asked of them. They are unable to fully communicate what they know, creating unconclusive data. They also are unable to use the assessment as an opportunity to practice setting their own learning goals.
Questions:
- What is the best way to go about rewriting/rewording questions to make them kid friendly (and produce better data)?
- How might changes to the format of formative assessments (e.g. using objects of reference to scaffold speaking/representing) improve the chances that students can use tests to support their own learning?
- What is the importance of such formative assessment experiences to the way that children will relate to the ecoliteracy content? Or will they even make connections between the assessments and outdoor or hands-on learning?
c) Choice Among Alternatives
Because ecoliteracy does not pervade across teacher-education program curriculum, help is deciding what information is most important often requires cooperation or consultation with specialists or community members. Although these individuals have much to contribute to the content of the curriculum and instructional programs, the classroom teacher remains responsible for selecting teaching strategies and developing a program, based on class or school needs and abilities.
Questions
- Why are whole-school ecoliteracy assessments more appropriate than class-based? What degree of grade-grouping is needed?
- Does it really adversely affect the interpretability of the data if a classroom teacher alters an ecoliteracy assessment or does not administer the whole thing? Who do the implications matter to most?
- How might school-wide assessments lead to institutional change to support a "greener" curriculum based on a network of learners?
A current focus on accountability has altered the way that young children's knowledge, behavior, and attitudes towards ecoliteracy are being assessed. Many stakeholders are challenging the effectiveness of schools to meet the ecoliteracy learning needs of today's students and are demanding quantitative or measurable data. However, such rigorous tests demand reading and writing skills beyond the capabilities of early primary students.
Questions:
- Are quantitative assessments appropriate to ecoliteracy?
- What are the main perceived barriers to educators when administering such tests?
- Should early primary students produce a different kind of product for measurement?
b) Potential Improvement
Teachers administering such "tests" to large groups of students are not only not likely to succeed in managing classroom attitudes and behaviors. Students are also unable to interpret what kind of information is being asked of them. They are unable to fully communicate what they know, creating unconclusive data. They also are unable to use the assessment as an opportunity to practice setting their own learning goals.
Questions:
- What is the best way to go about rewriting/rewording questions to make them kid friendly (and produce better data)?
- How might changes to the format of formative assessments (e.g. using objects of reference to scaffold speaking/representing) improve the chances that students can use tests to support their own learning?
- What is the importance of such formative assessment experiences to the way that children will relate to the ecoliteracy content? Or will they even make connections between the assessments and outdoor or hands-on learning?
c) Choice Among Alternatives
Because ecoliteracy does not pervade across teacher-education program curriculum, help is deciding what information is most important often requires cooperation or consultation with specialists or community members. Although these individuals have much to contribute to the content of the curriculum and instructional programs, the classroom teacher remains responsible for selecting teaching strategies and developing a program, based on class or school needs and abilities.
Questions
- Why are whole-school ecoliteracy assessments more appropriate than class-based? What degree of grade-grouping is needed?
- Does it really adversely affect the interpretability of the data if a classroom teacher alters an ecoliteracy assessment or does not administer the whole thing? Who do the implications matter to most?
- How might school-wide assessments lead to institutional change to support a "greener" curriculum based on a network of learners?
Why inquire into ecoliteracy (assessment)?
1. To increase my own understanding of ecoliteracy as both a content area and a competency/process.
2. To solve the pragmatic question of how to alter the way I administer an authentic/a real assessment (or to design an suitable assessment which addresses the developmental level of students).
3. To contribute to the knowledge of my university peers regarding local district intiatives in improving formative assessment and to communicate changes in ecoliteracy education with an extended body of colleagues in the teaching profession
4. To further the progress of the public education system in addressing the ecological crises of today and the future
5. To reduce my own anxiety regarding my lack of understanding of how I can use my competencies as an educator to monitor, in an ongoing fashion, how the learning places/events I cocreate with students contribute to socio-ecological justice.
2. To solve the pragmatic question of how to alter the way I administer an authentic/a real assessment (or to design an suitable assessment which addresses the developmental level of students).
3. To contribute to the knowledge of my university peers regarding local district intiatives in improving formative assessment and to communicate changes in ecoliteracy education with an extended body of colleagues in the teaching profession
4. To further the progress of the public education system in addressing the ecological crises of today and the future
5. To reduce my own anxiety regarding my lack of understanding of how I can use my competencies as an educator to monitor, in an ongoing fashion, how the learning places/events I cocreate with students contribute to socio-ecological justice.
Sunday, March 14, 2010
Interconnectedness
When we try to pick out anything by itself, we find it hitched to everything else in the universe. ~ John Muir
Linear Development or Sustainable Metabolism?
If you want to go fast, go alone. If you want to go far, go together. ~ African Proverb
Seeing, Perception, Cognition
Before you study Zen,
rivers are rivers and mountains are mountains.
While you study Zen rivers are no longer rivers
and mountains are no longer mountains.
But when you have reached enlightenment
rivers are again rivers and mountains are again mountains.
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