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.