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Environmental education implementation in Wisconsin: Conceptualizations and practices

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  1. Tez No: 602541
  2. Yazar: JENNIE FARBER LANE
  3. Danışmanlar: PROF. PETER W. HEWSON
  4. Tez Türü: Doktora
  5. Konular: Halk Bilimi (Folklor), Halkla İlişkiler, Eğitim ve Öğretim, Folklore, Public Relations, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2006
  8. Dil: İngilizce
  9. Üniversite: Unıversıty Of Wısconsın-Madıson
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

Özet

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Özet (Çeviri)

This study investigated the implementation of environmental education (EE) in Wisconsin. In support of EE, the Department of Public Instruction passed two mandates in 1985 requiring preservice preparation in EE and the integration of environmental topics into district curriculum plans. Although the mandates use the term integration, the infusion approach was promoted in the late 1980s and early 1990s. To investigate EE implementation in Wisconsin, professionals in the field were asked to share how they envisioned and promoted EE implementation, including how teachers include EE into their curriculum. The popularity of EE appears to have declined over the past 15 years, and this study also analyzed the reality of those perceptions. To help explore the reality of EE in schools, teachers provided their insights by sharing why and how they teach about the environment. A statewide survey was designed and implemented to gain insight into the pervasiveness of EE implementation practices throughout Wisconsin. The primary method of data collection was through in-depth interviews with EE professionals and classroom teachers. Eight teachers—including one team-teaching pair— were the source of seven vignettes for this study. Their interviews were complemented with classroom observations and document analyses. By focusing on these teachers in depth,“rich pictures”of EE in Wisconsin were developed to inform future development of practical EE implementation. Much of this study sought to understand the concept of infusion and if and how it differs from integration. The simple conclusion is that there are subtle differences, and some EE professionals would say there are subtle and insignificant differences. Because of this ambiguity, it is recommended that the term infusion be avoided and EE professionals focus on understanding and applying the integration approach to implementing EE. The study also revealed that teachers insert environmental concepts and that this approach needs further investigation. This study shows that despite barriers to EE, there are teachers who include EE in their classroom lessons. Rather than return to past efforts to enforce EE implementation through mandates, the motivations and practices of teachers such as these can provide models to reexamine professional development in environmental education.

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