Educating Science Teachers for Sustainability [Elektronisk resurs] / edited by Susan K. Stratton, Rita Hagevik, Allan Feldman, Mark Bloom.

• Foreword: Arjen Wals and Justin Dillon -- Preface: Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom -- Section I: Introduction -- Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability (Allan Feldman) -- Section II: Preparing Science Teachers to Teach for Sustainability -- 2. A Phenomenographical Study of Beginning Elementary Science Teachers' Conceptions of Sustainability (Rita Hagevik, Corinne Jordan, David Wimert) -- 3. Sense of Place: Is it More than a Connection to a Physical Place? (Christine Moseley, Blanche Desjean-Perrotta, & Deepti Kharrod) -- 4. Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of Sustainability Course Designed for K-8 Educators (Rider Foley, Leanna Archambault & Annie Warren) -- 5. A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene (Deborah Tippins, Elizabeth Pate, Stacey Britton, & James Ammons) -- 6. Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course (Yael Wyner) -- 7. Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness (Daryl Moorhead, Gale Mentzer, & Charlene Czerniak) -- 8. A Learning Progression Approach to Support Climate Sustainability into Teacher Education (Hui Jin, Michele Johnson, & Nissa Rae Yestness) -- Section III: Science Teacher Education for Sustainability in Out-of-school Settings -- 9. Integrating Sustainability into Science Teacher Education through a Focus on Climate Change (Emily Hestness, J. Randy McGinnis, & Wayne Breslyn) -- 10. Preservice Teacher Experiences from the Reorientation of Teacher Education to Address Sustainability (Carlos Ormond, Milton McClaren, David B. Zandvliet, Patrick Robertson, Shannon Leddy, Colin Mayer & Selina Metcalfe) -- 11. Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Development (George Zhou) -- 12. Reorienting a Science Methods Course to Prepare Sustainability Literate K-6 Preservice Teachers: A Mixed Methods Investigation (George O’Brien, Kathleen Sparrow, Jennifer Morales & Jaeson Clayborn) -- 13. Binational Study Abroad: Planning for Sustainably Literate Teachers (Susan Stratton) -- 14. The Bennett’s Millpond Environmental Learning Project: Place-based Education with Student-Teacher Research Teams (Grant Gardner, Colleen Karl, Miriam Ferzli, & Damian Shea) -- 15. Navigating the Environmental Politics of Energy Production: Using Mathematical Modeling as a Tool for Educating Science Teachers for Sustainability (Mark Bloom, Sarah Quebec Fuentes, Molly Holden & Kelly Feille) -- Section IV: International Voices on Science Teacher Education for Sustainability -- 16. Incorporating Sustainability as a Socio-scientific Reality into Science Teacher Education (Marianne Logan & Amy Cutter-Mackenzie) -- 17. A Case Study of an Australian University Embedding EfS in a Preservice Teaching Program (Michelle Lasen, Louisa Tomas, Hillary Whitehouse, Reesa Soren, Neus (Snowy) Evans, & Robert (Bob) Stevenson) -- 18. Some Pathways in Sweden (Ingela Bursjoo) -- 19. Using Local Contexts for Learning: The Caring for Cambodia Approach (Whitney Szmodis, Michael Russell & Alec Bodzin) -- 20. Beyond Science Education: Embedding Sustainability in Teacher Education Systems (Robert (Bob) Stevenson, JoAnne Ferreira, Neus (Snowy) Evans, & Julie Davis) -- 21. Beyond Banking Education: Approaching Uncertainty and Controversial Issues In the Science Classroom (Lynda Dunlop & Eleanor Brown) -- 22. “We Weren’t Taught This Way”. Overcoming Barriers When Transitioning to New Forms of Pedagogy in Teaching Initial Science Teachers for Sustainability (Roger Cutting & Orla Kelly) -- Section V: Conclusion -- 23. Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability (Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom) -- Afterword – Mike Slattery.

• This volume contains a unique compilation of research and reflections representing multiple vantage points stemming from different parts of the world that can help science educators and teacher educators in finding ways to meaningfully and purposefully embed sustainability into teaching and learning. It is a rich resource for exploring and contextualizing sustainability-oriented science education. At this time we find ourselves in a situation in which the earth’s ecological system is under significant strain as a result of human activity. In the developed world people are asking “How can we maintain our current standard of living?” while those in the developing world are asking “How can we increase the quality of our lives?” all while trying to do what is necessary to mitigate the environmental problems. This volume responds to these questions with a focus on educating for sustainability, including historical and philosophical analyses, and pedagogical and practical applications in the context of science teacher preparation. Included are many examples of ways to educate science teachers for sustainability from authors across the globe. This text argues that issues of sustainability are increasingly important to our natural world, built world, national and international economics, and of course the political world. The ideas presented in the book provide examples for original, effective and necessary changes for envisioning educating science teachers for sustainability that will inform policy makers. 

Ämnesord

Education.  (LCSH)

Sustainable development.  (LCSH)

Science  -- Study and teaching. (LCSH)

Education. 

Science Education. 

Sustainable Development. 

Teaching and Teacher Education. 

Klassifikation

LC8-6691 (LCC)

SCI063000 (ämneskategori)

507.1 (DDC)

Eabu (kssb/8 (machine generated))