Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities

IF 2.6 3区地球科学 Q1 GEOGRAPHY

Journal of Geography Pub Date : 2022-03-04 DOI:10.1080/00221341.2022.2059099

S. Gilbertz, Brittany Wood, C. Craig, Ismail Karabas, Elizabeth L. Petrun Sayers, Benjamin McCormick

引用次数: 0

Abstract

Abstract The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.

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跨学科可持续性与STEM课程在地理教育中的整合与评估:以三种教学模式为例

跨学科可持续性课程在地理教育中的有效性尚未得到充分研究。因此，我们为2018年秋季人文地理课程的面对面和在线部分部署并评估了跨学科可持续性和STEM模块。结果表明，无论课程形式如何，跨学科课程干预后可持续性知识都有所提高。另一个重点是探索因COVID-19中断而导致的学生对教学模式的反应。结果表明，在2019冠状病毒病(2020年秋季)期间，在线学生的可持续发展知识也有所提高。对于从面对面到混合的部分的学生，可持续性知识没有提高。提供了一些启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Geography GEOGRAPHY-

CiteScore

4.90

自引率

6.50%

发文量

期刊介绍： Journal of Geography is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.