標(biāo)題: Titlebook: Educating Science Teachers for Sustainability; Susan K. Stratton,Rita Hagevik,Mark Bloom Book 2015 Springer International Publishing Switz [打印本頁(yè)] 作者: 根深蒂固 時(shí)間: 2025-3-21 17:49
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作者: Instrumental 時(shí)間: 2025-3-21 21:07
Dementia and Capacity: , (2014)SD continued to be very narrow with a lack of understanding of the interconnectedness between the environment, energy, and technologies to political, economic, and societal concerns. Participants during interviews identified that they felt unprepared to teach about SD. Participants were unable to ex作者: obnoxious 時(shí)間: 2025-3-22 04:01 作者: 附錄 時(shí)間: 2025-3-22 04:57 作者: 慢跑 時(shí)間: 2025-3-22 12:39 作者: 性別 時(shí)間: 2025-3-22 13:45 作者: 性別 時(shí)間: 2025-3-22 19:25
J. P. W. F. Lakke,W. van den Burg we reflect on lessons learned from the experience of designing and teaching the course, including its affordances and challenges. We conclude with recommendations for teacher educators interested in incorporating sustainability into their work with teacher candidates.作者: HAVOC 時(shí)間: 2025-3-22 23:49
https://doi.org/10.1007/b138742 as they refer to the overall quality of the program’s experience and its learning environment. With regards to implementation, in most cases the teacher candidates appeared to have adopted a view of sustainability education (SE) in schools as being realistically implemented through an infusion appr作者: 烤架 時(shí)間: 2025-3-23 02:53 作者: CALL 時(shí)間: 2025-3-23 07:44 作者: Essential 時(shí)間: 2025-3-23 10:24 作者: AWE 時(shí)間: 2025-3-23 15:39 作者: 急急忙忙 時(shí)間: 2025-3-23 20:10 作者: WATER 時(shí)間: 2025-3-24 02:01
A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in thetainability and describe promising pedagogical practices that have emerged through our work. In this chapter we aim to move forward a conversation about education for sustainability in the Anthropocene.作者: BARK 時(shí)間: 2025-3-24 04:15
Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences TeacTeachers can connect the philosophy of inquiry and advanced environmental science content using pedagogical methods such as project-based science that encourages placing scientific knowledge within the larger social context of environmental sustainability. To accomplish this goal, 20 middle and high作者: calorie 時(shí)間: 2025-3-24 10:09 作者: 先鋒派 時(shí)間: 2025-3-24 14:31 作者: 粘連 時(shí)間: 2025-3-24 16:02 作者: kyphoplasty 時(shí)間: 2025-3-24 20:42
Navigating the Environmental Politics of Energy Production: Using Mathematical Modeling as a Tool foy, timely representations of some energy sources in the mainstream news media (e.g., Deepwater Horizon oil spill, fracking for natural gas, Fukishima nuclear power plant meltdown) were also explored. Group discussions allowed for sharing of participants’ thoughts on each perspective and mathematical作者: Pepsin 時(shí)間: 2025-3-25 00:44
Book 2015y, 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 sustainabilit作者: 受傷 時(shí)間: 2025-3-25 06:13
2214-5435 s well as the barriers to sustainability education.Provides .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作者: 制度 時(shí)間: 2025-3-25 10:15
Callous-Unemotional Traits and Empathylogy to facilitate learning and outreach. An argument is provided for the importance of technology as a mediator that allows both teachers and students to easily move between local place-based environmental sustainability issues and global worldviews.作者: obscurity 時(shí)間: 2025-3-25 11:46
The Bennett’s Millpond Environmental Learning Project: Place-Based Education with Student-Teacher Relogy to facilitate learning and outreach. An argument is provided for the importance of technology as a mediator that allows both teachers and students to easily move between local place-based environmental sustainability issues and global worldviews.作者: 容易生皺紋 時(shí)間: 2025-3-25 18:25 作者: 創(chuàng)新 時(shí)間: 2025-3-25 21:15 作者: Infuriate 時(shí)間: 2025-3-26 01:12
,The “Facial Points of Interest”,d approach from Education for Sustainable Development (ESD) perspective within methods courses because these courses provide a meaningful context to teach ESD that is pedagogically situated in the teaching of subject matter. This argument leads to a blended model of teacher development for environmental and ESD proficiency.作者: CLAM 時(shí)間: 2025-3-26 05:38 作者: humectant 時(shí)間: 2025-3-26 11:04 作者: Obligatory 時(shí)間: 2025-3-26 14:11 作者: 手勢(shì) 時(shí)間: 2025-3-26 19:25
Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Develod approach from Education for Sustainable Development (ESD) perspective within methods courses because these courses provide a meaningful context to teach ESD that is pedagogically situated in the teaching of subject matter. This argument leads to a blended model of teacher development for environmental and ESD proficiency.作者: Binge-Drinking 時(shí)間: 2025-3-26 23:07 作者: Fibroid 時(shí)間: 2025-3-27 04:49
Binational Study Abroad: Planning for Sustainably Literate Teachersts and the collection of data with the goal of creating a framework for the understanding of the environment, society, culture and economics as a part of preparing science teachers who are sustainably literate global citizens.作者: 格言 時(shí)間: 2025-3-27 06:11 作者: 緯線 時(shí)間: 2025-3-27 11:56
A Phenomenographic Study of Beginning Elementary Science Teachers’ Conceptions of Sustainabilityable development (SD) has developed independently from the input of educators so understanding how educators view SD is of great importance. In order to gain an understanding of and to investigate the experiences of others, we conducted a phenomenographic study. Twenty-four participants in an elemen作者: justify 時(shí)間: 2025-3-27 16:36
Sense of Place: Is It More Than a Connection to a Physical Place? education (EE) literature that purports a one dimensional, biophysical, rooted sense of place? Or do their definitions reflect the conceptual framework expressed in Education for Sustainability (EfS) that view sense of place as being multidimensional and diverse, built on an array of factors, inclu作者: Palpitation 時(shí)間: 2025-3-27 21:36
Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of a Sustainabilitry, the New American University proposes to prepare future leaders to address these challenges and contribute to a more sustainable way of life. One of the major mechanisms to enact lasting and impactful change toward achieving this goal is educating future teachers in sustainability literacy. This 作者: sperse 時(shí)間: 2025-3-28 00:41
A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in theforts to realize the transformative potential of sustainability education across three different science teacher preparation projects: the Systems Academy for Young Scientists for middle school teachers and their students, a secondary science teacher preparation course organized around tenets of eco作者: 肌肉 時(shí)間: 2025-3-28 03:16
Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course of the course is to provide the necessary knowledge and tools to use published data to teach environmental science grounded in the ecological underpinnings of sustainability. To achieve this sustainability grounding, this course is built around ., an instructional model for situating environmental 作者: Halfhearted 時(shí)間: 2025-3-28 06:36 作者: 向宇宙 時(shí)間: 2025-3-28 11:59
A Learning Progression Approach to Incorporate Climate Sustainability into Teacher Education, NSF-funded, environmental literacy project, we use a learning progression approach to study the teaching and learning of climate sustainability at the secondary school level. More specifically, we focused on promoting an environmental literacy goal in relation to climate sustainability: to use dis作者: NATTY 時(shí)間: 2025-3-28 16:17 作者: Detain 時(shí)間: 2025-3-28 22:46
Pre-Service Teacher Experiences in a Teacher Education Program Reoriented to Address Sustainabilitystudent module having an emphasis on sustainability education. Science education was infused into the program through place-based, ecological inquiries. The cohort program, termed Sustainability Education in an Environment of Diversity (SEEDs) enrolled 32 teacher education students in an intensive 1作者: ungainly 時(shí)間: 2025-3-29 03:00
Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Develor teaching. School teachers therefore need to develop environment-related pedagogical content knowledge. This chapter proposes a conceptual framework for teacher knowledge: Environmental Pedagogical Content Knowledge (EPACK) and uses it to shed light on pre-service teacher education. Currently, most作者: Jejune 時(shí)間: 2025-3-29 06:07
Re-orienting a Science Methods Course to Prepare Sustainability Literate K-6 Pre-service Teachers: Ang sustainable systems, (b) self-efficacy, and (c) content knowledge. The re-oriented curriculum and teaching were framed and guided by the nine themes of sustainability literacy (Nolet, Teachers College Record 111(2):409–442, 2009). The study included ninety-two participants and used the parallel m作者: Texture 時(shí)間: 2025-3-29 10:59 作者: 乳白光 時(shí)間: 2025-3-29 14:21 作者: 跳動(dòng) 時(shí)間: 2025-3-29 19:29
Navigating the Environmental Politics of Energy Production: Using Mathematical Modeling as a Tool foy sources and the environmental politics that must be navigated in order to make decisions about which energy sources are most environmentally friendly and/or most sustainable. The teacher participants were taken on numerous field trips to energy extraction and production sites including coalmines, 作者: degradation 時(shí)間: 2025-3-29 21:02 作者: 縮影 時(shí)間: 2025-3-30 02:41 作者: 博愛家 時(shí)間: 2025-3-30 07:28
Clinical Evaluation of Medical Devices education (EE) literature that purports a one dimensional, biophysical, rooted sense of place? Or do their definitions reflect the conceptual framework expressed in Education for Sustainability (EfS) that view sense of place as being multidimensional and diverse, built on an array of factors, inclu作者: Alveoli 時(shí)間: 2025-3-30 08:20
Selma A. Kunitz,Michele Gargano,Rene Kozloffry, the New American University proposes to prepare future leaders to address these challenges and contribute to a more sustainable way of life. One of the major mechanisms to enact lasting and impactful change toward achieving this goal is educating future teachers in sustainability literacy. This 作者: gnarled 時(shí)間: 2025-3-30 14:59 作者: contradict 時(shí)間: 2025-3-30 17:26
The Neuromuscular System and Spinal Cord of the course is to provide the necessary knowledge and tools to use published data to teach environmental science grounded in the ecological underpinnings of sustainability. To achieve this sustainability grounding, this course is built around ., an instructional model for situating environmental 作者: 沉著 時(shí)間: 2025-3-31 00:43
Hypopigmented or Leukodermic Lesionsouncil. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC, 2012) and . (National Research Council, Next generation science standards. Retrieved 19 April 2014, from ., 2013) emphasize engaging students in the real wo作者: fluffy 時(shí)間: 2025-3-31 04:52 作者: SSRIS 時(shí)間: 2025-3-31 05:08 作者: 陰險(xiǎn) 時(shí)間: 2025-3-31 13:03
https://doi.org/10.1007/b138742student module having an emphasis on sustainability education. Science education was infused into the program through place-based, ecological inquiries. The cohort program, termed Sustainability Education in an Environment of Diversity (SEEDs) enrolled 32 teacher education students in an intensive 1作者: 巨大沒有 時(shí)間: 2025-3-31 16:47
,The “Facial Points of Interest”,r teaching. School teachers therefore need to develop environment-related pedagogical content knowledge. This chapter proposes a conceptual framework for teacher knowledge: Environmental Pedagogical Content Knowledge (EPACK) and uses it to shed light on pre-service teacher education. Currently, most
