DOI
https://doi.org/10.5408/16-177.1
Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers
论文题名译名
整合地球科学和可持续性：在为教师准备的内容中审视社会技术生态关系
摘要
Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social–technological–ecological relationships that exist between human–nonhuman and flora–fauna–land interactions. Elementary educators are a population capable of making these issues come to life for today's youngest citizens, who will ultimately become tomorrow's changemakers. This study explores Sustainability Science for Teachers, a semester-long hybrid course designed to enable future teachers to engage in sustainability and science concepts while developing their understanding of science from the human perspective and in which an issues-based curriculum underpins social and biosphere responsibility. The course's Water unit is explored as a case study of the melding of sustainability and geoscience to engage teachers in a more nuanced understanding of science education. The unit's curriculum is presented and its design process is explained, followed by a cross-sectional analysis of student outcomes. Data from preservice teachers enrolled in the course, as well as course alumni, were collected over a 4-y period. A mixed methods evaluation of teachers' opinions and products indicate that the Water unit facilitated the development of new understanding and new ways of thinking about teaching their future students. Opportunities and challenges for fusing the geosciences, sustainability concepts, and preservice teacher education in a novel and impactful fashion are discussed.
中文摘要
将可持续性研究与地球科学相结合，可以使学生通过研究人类-非人类和动植物-土地相互作用之间存在的社会-技术-生态关系，以更复杂的方式探索科学。初等教育工作者是一个有能力让这些问题成为当今最年轻公民生活的群体，他们最终将成为明天的变革者。本研究探讨了教师可持续发展科学，这是一门为期一学期的混合课程，旨在使未来的教师能够参与可持续发展和科学概念，同时从人类的角度发展他们对科学的理解，其中基于问题的课程是社会和生物圈责任的基础。该课程的水单元被探索为可持续性和地球科学融合的案例研究，以使教师对科学教育有更细致的理解。介绍了该单元的课程，并解释了其设计过程，然后对学生的成绩进行了横断面分析。来自参加该课程的职前教师以及课程校友的数据是在4年的时间里收集的。对教师意见和产品的混合方法评估表明，水单元促进了对未来学生教学的新理解和新思维方式的发展。讨论了以新颖而有影响力的方式融合地球科学、可持续发展概念和职前教师教育的机遇和挑战。
来源关键词
sustainability sciencegeoscienceteacher educationuniversity course designhybrid learningdigital storytelling
来源智库
Consortium for Science, Policy, and Outcomes (United States)
版权信息
Copyright © 2023 Informa UK Limited
NSTL唯一标识符
JA202304180000001ZK
附件
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Integrating Geoscience and Sustainability Examining Socio Techno Ecological Relationships Within Content Designed to Prepare Teachers.pdf
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