Social Studies, Civics, and Fracking: Ohio Teacher Perceptions of Controversial Environmental Issues

Autor/in	Hollstein, Matthew S.
Titel	Social Studies, Civics, and Fracking: Ohio Teacher Perceptions of Controversial Environmental Issues
Quelle	In: Journal of Social Studies Education Research, 13 (2022) 1, S.1-34 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Social Studies; Civics; Mining; Teacher Attitudes; Controversial Issues (Course Content); Environmental Education; United States Government (Course); Ohio + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Staatsbürgerkunde; Abbau; Lehrerverhalten; Controversial issues; Kontroverse; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Hydraulic fracturing or fracking as it commonly referred, has seen tremendous growth in Ohio over the last 10 years. However, this growth comes at a price which makes fracking a current event which is also a controversial environmental issue. Recent work by young activist like Greta Thunberg and others have highlighted a sincere interest from social studies students in issues related to the environment. Fracking is an ideal issue for study in an American Government classroom. The purpose of this study was to determine the status of teaching about fracking in Ohio American Government classrooms, as well as any self-identified barriers that may have prevented them from teaching about the issue. This study was a mixed methods study which utilized surveys and content analysis to be able to draw conclusions. This study presents the findings of 62 Ohio American Government teachers and their positions on fracking and whether fracking is appropriate for a social studies classroom. The results showed that participants geographic location appeared to play a role in their positionality on the issue of fracking. Specifically, whether teachers were teaching about fracking and any self-identified barriers. This study highlights the multiple layers that exists in classrooms where issues like fracking may be addressed. The intersectionality of participants and their personal autonomy were important to understanding the results and suggestions for future research in this area and related areas of study. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01