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.