Environment in the curriculum: representation and development in the Scottish physical and social sciences

Ross, Hamish

doi:10.1080/00220270701570304

Cited by 12 publications

(9 citation statements)

References 12 publications

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“…Various social studies have depicted the diffusion of this idea in society (Storey and Oliveira 2004;Ross 2007). Hovardas and Stamou (2006a), for instance, showed that 'nature' was perceived by residents of the Dadia-Lefkimi-Soufli Forest National Park in Greece as in contradistinction to society.…”

Section: Introductionmentioning

confidence: 98%

“…Ecology and the environment comprise an important part of science education curricula in many countries around the world (Korfiatis et al 2004;Ross 2007;Ferguson 2008). Furthermore ecology affects the field of environmental education by providing tools for studying nature and more importantly affecting environmental worldviews (Korfiatis 2005).…”

Section: Introductionmentioning

confidence: 99%

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Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor

Hovardas

Korfiatis

2010

Sci & Educ

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The 'Balance of Nature' metaphor is a pervasive idea in ecology. However, the scientific community acknowledged during the last decades that equilibrium conditions are rare, while disturbance events are not uncommon. We suggest that the exclusive teaching of the 'Balance of Nature' metaphor produces cultural, scientific and learning misconceptions about the structure and function of nature. We outline an exemplary educational intervention for high school students to exhibit that the use of computer simulations could serve important educational goals in ecology and environmental education, such as the liberation of the concept of 'balance' of its metaphysic burden, the comprehension of the dynamics and the systemic nature of ecological processes and the appreciation of the mutual relation between society and nature.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor

Hovardas

Korfiatis

2010

Sci & Educ

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“…However, it appears, at least in light of the publications we examined, that the critical stance is quite common in the Anglo-Saxon community (Greenall Gough & Robottom, 1993;Jickling & Wals, 2008). Similarly, we find that the views of those describing/prescribing new procedures are also strongly represented among English speakers (Gayford, 1986;Greenwood, 2008;Lee, 2000;Ross, 2007). The 'controversy' approach also has followers (Levinson, 2006(Levinson, , 2012, and the epistemological questions seem to be raised more frontally in the Anglo-Saxon community (Goodson, 1983;Gough, 1989;Moroye, 2009).…”

Section: Discussionmentioning

confidence: 54%

Researchers’ positions and construction of curricula of education for sustainable development in France

Barthès

Langé²

2017

Journal of Curriculum Studies

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The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.

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“…As it involves exploring the empirical world, it is often inherently cross-curricular and situated, as much of what a child encounters in the 'real world' cannot be considered in isolation from the often fragmented and decontextualised subject areas presented in schools (see e.g. Ross 2007).…”

Section: An Example: the Outdoor Journeys Programmementioning

confidence: 99%

Taking Excellence Outdoors

Beames¹,

Atencio²,

Ross³

2009

SER

Self Cite

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Scotland’s new Curriculum for Excellence (CfE) appears to support learning outside the classroom but there remains no statutory requirement for Scottish pupils to learn outdoors during their school careers. Commentators have asserted the apparently strong resonance between CfE and outdoor learning but there has been little explanatory argument to support this. This paper argues that the variable provision of school-organised outdoor learning in Scotland is the result of, among other things, the perceived high cost and perceived lack of curricular relevance of such learning. We go on to show how the combination of CfE and a particular kind of outdoor learning pedagogy might tackle these problems. The pedagogy is cross-curricular and place-based; we illustrate it with a case study of a low cost programme that involves pupils planning and undertaking journeys from their school grounds as a means of learning about socio-cultural and geophysical elements of their local landscape. In considering curricular relevance, we show that a historical emphasis on disciplinary subject content is one significant barrier to such outdoor learning. Curriculum for Excellence challenges this emphasis and could legitimise the kinds of outdoor learning we describe.

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Environment in the curriculum: representation and development in the Scottish physical and social sciences

Cited by 12 publications

References 12 publications

Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor

Towards a Critical Re-Appraisal of Ecology Education: Scheduling an Educational Intervention to Revisit the ‘Balance of Nature’ Metaphor

Researchers’ positions and construction of curricula of education for sustainable development in France

Taking Excellence Outdoors

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