Exploring students’ engagement with place-based environmental challenges through filmmaking: A case study from the Lens on Climate Change program

Linking K-12 STEM Pedagogy to Local Contexts: A Scoping Review of Benefits and Limitations

“…Ten of the studies used qualitative methods only, 11 studies used a combination of qualitative and quantitative methods, with only four studies using exclusively quantitative methods and having sample sizes of more than 300 students. Articles were related to STEM with some focusing on mathematics (Althauser and Harter, 2016;Walkington and Bernacki, 2019), science (Buck et al, 2016;Francis et al, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Fűz, 2018;Bølling et al, 2019;Flanagan et al, 2019;Herman et al, 2019;Iversen and Jónsdóttir, 2019;Kermish-Allen et al, 2019;Kinslow et al, 2019;McClain and Zimmerman, 2019;Zimmerman et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b;Land et al, 2020), technology (Litts et al, 2020), and general community issues with links to STEM pedagogy (Donnison and Marshman, 2018;Ritter et al, 2019;Kim et al, 2020). While most studies approached localized learning by taking students to community and environmental contexts outside of the classroom, other studies connected students with experts and their communities through the internet (Kermish-Allen et al, 2019) or brought the outside world into classrooms through virtual reality (Ritter et al, 2019;Boda and Brown, 2020).…”

“…Some articles (Rahmawati and Koul, 2016;Donnison and Marshman, 2018) identified that students had an opportunity to develop a critical voice and that they led the learning with their teachers only assisting when necessary. Students who were previously disengaged with STEM learning in the classroom showed an increase engagement in a localised setting (Althauser and Harter, 2016;Rahmawati and Koul, 2016) because students came to see subjects like science as personally relevant (Littrell et al, 2020a;Littrell et al, 2020b;Boda and Brown, 2020). In summary, it was found that the use of authentic instruction to teach STEM in the context of real-world circumstances promoted longer-term learning and increased student comprehension of the relevance of STEM in the real world (e.g., Althauser and Harter, 2016;Leonard et al, 2016;Rahmawati and Koul, 2016;Gates, 2017;Zimmerman and Weible, 2017;Bølling et al, 2019;Ritter et al, 2019;Littrell et al, 2020a;Littrell et al, 2020b).…”

Using an engagement lens to model active learning in the geosciences

“…The educational psychology literature documents how these constructs influence conceptual change (Johnson & Sinatra, 2013;Sinatra & Pintrich, 2003) and learning strategies (Liem et al, 2008), both of which are germane to the GER community. One example that leverages educational psychology constructs in GER is Littrell et al (2020) study of student engagement in a placebased environmental science program. Littrell et al (2020) report on an informal science program for middle and high school students who generated a short film on a place-based environmental challenge.…”

“…One example that leverages educational psychology constructs in GER is Littrell et al (2020) study of student engagement in a placebased environmental science program. Littrell et al (2020) report on an informal science program for middle and high school students who generated a short film on a place-based environmental challenge. As an informal science program, students chose to engage in the program (behavioral engagement) and drove the topic and audience of the film (agentic engagement).…”

Problematising ‘Transformative’ Environmental Education in a Climate Crisis

“…2323See Littrel, et al . (2020), on transformative film studies in ESE; Wahr, Underwood, Adams and Prideaux (2013) on narrative methods of teacher interview.…”