Failing the Test or the Failure of the Test: The Case of Environmental Education in Israel

Autor/in	Zuzovsky, Ruth
Titel	Failing the Test or the Failure of the Test: The Case of Environmental Education in Israel
Quelle	In: Education Policy Analysis Archives, 29 (2021) 123, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zuzovsky, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Environmental Education; Sustainability; Trend Analysis; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Science Achievement; Foreign Countries; Science Tests; International Assessment; Mathematics Tests; Technological Advancement; Conservation (Environment); Scientific Literacy; Grade 8; National Curriculum; Educational Change; Curriculum Development; Israel; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Trendanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Technological development; Technologische Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Different approaches are employed when teaching environmental issues. One approach, termed the "environmental scientific approach," perceives environmental education as part of life or earth sciences, providing factual, scientific knowledge. Another approach, termed the "environmental sustainability citizenry approach", emphasizes sustainability and balancing between the need to move forward technologically and economically and the need to protect the environments in which we and others live. A synthesis of the two approaches encompasses both environmental scientific literacy and environmental sustainability citizenry. This article examines the degree to which changes in the emphasis given to the two approaches worldwide and in Israel impacted the achievements of Israeli eighth graders in this field. Based primarily on data from the Third Mathematics and Science Study-(TIMSS), the findings indicate that the TIMSS tests were biased toward the "environmental scientific" approach, in contrast to the more recent and accepted trends of the "environmental sustainability citizenry approach" embedded in Israeli curriculum. The assessment of environmental achievements in Israel, that was based on the biased test of the TIMSS study, fails to accurately reflect both the curricular changes that have taken place in Israel in this field and students' achievements, thus rendering this assessment inappropriate for this purpose. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01