Designing Environmental Storylines to Achieve the Complementary Aims of Environmental and Science Education through Science and Engineering Practices

Autor/inn/en	Lindgren, Samantha; Morris, Kristi; Price, Amanda
Titel	Designing Environmental Storylines to Achieve the Complementary Aims of Environmental and Science Education through Science and Engineering Practices
Quelle	In: Journal of Environmental Education, 52 (2021) 4, S.239-255 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2021.1949569
Schlagwörter	Environmental Education; Science Education; Science Process Skills; Middle School Students; Curriculum Design; Units of Study; Engineering; Student Attitudes; Positive Attitudes; Grade 5; Grade 6; Science Instruction; Instructional Effectiveness; Illinois + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrplangestaltung; Lerneinheit; Maschinenbau; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	Environmental education is implemented in formal curricula in multiple ways, including K-12 science. In the United States, the adoption of the Next Generation Science Standards (NGSS) has provided a lens for considering how the goals of environmental education and formal science education may overlap and complement one another. Potential synergies emerge from similarities between NGSS science and engineering practices and the skills of questioning, analysis, and interpretation in the NAAEE Guidelines for Excellence. In this study, middle school students were engaged in an environmental storyline unit that supported their abilities to ask questions, design and conduct investigations, and develop model-based explanations, practices consistent across both fields. Participating students demonstrated positive gains in nature relatedness environmental attitudes. This study provides evidence that curricular design around the practices of science and environmental education connects the goals of each and may be a promising approach to broadening access to effective environmental education experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01