Sustainability, the Next Generation Science Standards, and the Education of Future Teachers

Egger, Anne E.; Kastens, Kim A.; Turrin, Margie

doi:10.5408/16-174.1

Cited by 17 publications

(6 citation statements)

References 26 publications

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“…As many Americans do not receive institutional education beyond high school [17], we cannot rely on universities to disseminate the cutting-edge knowledge of the impacts of anthropogenic environmental change. In order to better serve all students, we suggest enacting a unified science education standard across the USA which not only encompasses [22]. We found that topics that have been heavily politicized (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have sought to assess if and to what degree subjects related to planetary health are being taught in USA public schools. Research evaluating how topics such as evolution [ 21 ], sustainability [ 22 ], ecology [ 23 ] and global climate change [ 24 ] are portrayed in state standards and curricula identify high variation among states in how thoroughly concepts are portrayed and discussed. In one study of high school textbooks, the language used to describe research on climate change was found to be vague and often contained no explicit cause-effect language that connected human activities with climate change [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

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Education in the Anthropocene: assessing planetary health science standards in the USA

Capel,

Allan,

Favela

et al. 2023

Proc. R. Soc. B.

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The environmental crises defining the Anthropocene demand ubiquitous mitigation efforts, met with collective support. Yet, disengagement and disbelief surrounding planetary health threats are pervasive, especially in the USA. This scepticism may be influenced by inadequate education addressing the scope and urgency of the planetary health crisis. We analysed current K-12 science standards related to planetary health throughout the USA, assessing their quality and potential predictors of variation. While planetary health education varies widely across the USA with respect to the presence and depth of terms, most science standards neglected to convey these concepts with a sense of urgency. Furthermore, state/territory dominant political party and primary gross domestic product (GDP) contributor were each predictive of the quality of planetary health education. We propose that a nation-wide science standard could fully address the urgency of the planetary health crisis and prevent political bias from influencing the breadth and depth of concepts covered.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Education in the Anthropocene: assessing planetary health science standards in the USA

Capel,

Allan,

Favela

et al. 2023

Proc. R. Soc. B.

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“…Research on and questioning about educator PD for primary and secondary educators as well as university faculty has blossomed over the past twenty years (Manduca et al, 2017;Wilson, 2013) as the need for improved science, technology, engineering, and mathematics (STEM) education has been recognised (e.g. Egger, Kastens, & Turrin, 2017). Field immersion experiences are a small subset of educator PD opportunities, which are often tied to targeted interventions (e.g.…”

Section: Models For Professional Development and Integrating Educatormentioning

confidence: 99%

ANDRILL ARISE: A model for team-based field research immersion for educators

et al. 2019

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The 4th International Polar Year featured a range of large international research projects and included a focus on Education and Public Outreach (EPO). ANDRILL (the ANtarctic geological DRILLing Project) was a large international (USA, New Zealand, Italy, Germany) multidisciplinary research project investigating the sedimentary record of Cenozoic ice sheet dynamics that brought approximately 160 scientists to McMurdo Station in the 2006 and 2007 field seasons, during which two > 1000 m sediment cores were successfully retrieved from the floor of the Ross Sea. ARISE (ANDRILL Research Immersion for Science Educators), the EPO arm of ANDRILL, deployed an international team of six to eight educators each season to Antarctica and embedded them with science teams. ARISE was unique in the EPO spectrum because it deployed a team of international educators together with an EPO coordinator, offered an on-ice geoscience course for the educators, and supported educator participation at both pre-ice and post-ice meetings. Conservative estimates indicate that at least 314,700 individuals have been reached directly through the wide range of ARISE EPO endeavours.Educator field research immersion is a small subset of educator professional development (PD) opportunities, with little quantitative or qualitative evaluation of polar immersion experiences having been reported. Here, surveys of ARISE educators and scientists are used to evaluate the efficacy of the ARISE program as PD in the context of research on educator PD. Persistent and recurring themes emerging from the surveys are: (1) the positive and reinforcing impact of deployment as a team; (2) the importance of access to scientists across an extended period of time and venues; (3) the importance of ‘doing science’ as a means of learning; and (4) recognition of the senses of excitement, engagement and inspiration displayed by both educators and scientists − about drilling progress, core interpretation, and outreach plans – and the EPO audience. Key components of the program are shown to be (1) deployment of a multi-educator team; and (2) guidance and support of the EPO coordinator at all phases of the ARISE experience.

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“…Berdasarkan hal di atas, guru fisika perlu mempunyai keterampilan merancang kegiatan laboratorium agar proses pembelajaran sains dapat berkembang maksimal [4,5,6].…”

unclassified

Pengembangan Perkuliahan Fisika Berorientasi Keterampilan Merancang Kegiatan Laboratorium

Khoiri

Rusilowati

Wiyanto

et al. 2019

J. Penel. Pemb. Fis.

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Telah dilakukan penelitian pengembangan perkuliahan fisika, penelitian bertujuan untuk mendapatkan program perkuliahan yang mampu membekali keterampilan merancang kegiatan laboratorium kepada mahasiswa calon guru. Penelitian ini dilatarbelakangi kegelisahan rendahnya keterampilan guru fisika dalam merancang kegiatan laboratorium yang berdampak pada rendahnya kegiatan laboratorium oleh guru fisika dalam proses pembelajaranya.Penelitian dilakukan dengan metode pengembangan dan ujicoba pada mahasiswa fisika semester 5 universitas PGRI Semarang. Hasil penelitian didapatkan Karakteristik program perkuliahan yang dikembangkan memberikan penjelasan tentang ciri khas program perkuliahan fisika berorientasi keterampilan (MKL). Program terdiri atas: pembekalan, analisis dan identifikasi kurikulum, penyusunan rencana, pembuatan alat peraga, validasi produk, pengujian dan evaluasi. Masing-masing tahap merupakan ciri khas program diuraikan secara rinci, dengan harapan agar lebih mudah dipahami.Simpulan penelitian ini adalah program perkuliahan berorientasi keterampilan MKL yang dikembangkan valid, Karakteristik program perkuliahan MKL terdiri 6 tahap yang saling terkait antar tahapnya dan disetiap tahap dihasilkan produk yang menjadi indikator dari keterampilan yang diharapkan dari program yang dikembangkan. Kebaruan program yang dikembangkan adalah jenis keterampilan yang dibekalkan dan produk perkuliahan mahasiswa.

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Sustainability, the Next Generation Science Standards, and the Education of Future Teachers

Cited by 17 publications

References 26 publications

Education in the Anthropocene: assessing planetary health science standards in the USA

Education in the Anthropocene: assessing planetary health science standards in the USA

ANDRILL ARISE: A model for team-based field research immersion for educators

Pengembangan Perkuliahan Fisika Berorientasi Keterampilan Merancang Kegiatan Laboratorium

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