{"title":"超越整齐的分类:一个介于两者之间的案例。","authors":"Mitch Bleier","doi":"10.1007/s11422-023-10184-1","DOIUrl":null,"url":null,"abstract":"<p><p>Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning of these things is evaluated. However, this approach minimizes the complexity and dynamic nature of environments whether natural, human built, or some hybrid of the two. In this paper, I make a case for studying environments and environmental issues in all of their spatial, temporal, and compositional complexity from the very earliest ages as a way to increase environmental literacy among individuals as well as in the population as a whole. This, in effect, will cultivate learners with a better, more nuanced understanding of the natural world and will lead to citizens, professionals, and policymakers who are more inclined, have more efficacious intellectual tools, and who are better able to address the environmental issues and crises such as climate change, sea-level rise, wildfires, epidemics and pandemics, drought, and crop failure, that are becoming more common and more critical in the 21st century.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193311/pdf/","citationCount":"0","resultStr":"{\"title\":\"Beyond neat classifications: A case for the in-betweens.\",\"authors\":\"Mitch Bleier\",\"doi\":\"10.1007/s11422-023-10184-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning of these things is evaluated. However, this approach minimizes the complexity and dynamic nature of environments whether natural, human built, or some hybrid of the two. In this paper, I make a case for studying environments and environmental issues in all of their spatial, temporal, and compositional complexity from the very earliest ages as a way to increase environmental literacy among individuals as well as in the population as a whole. This, in effect, will cultivate learners with a better, more nuanced understanding of the natural world and will lead to citizens, professionals, and policymakers who are more inclined, have more efficacious intellectual tools, and who are better able to address the environmental issues and crises such as climate change, sea-level rise, wildfires, epidemics and pandemics, drought, and crop failure, that are becoming more common and more critical in the 21st century.</p>\",\"PeriodicalId\":47132,\"journal\":{\"name\":\"Cultural Studies of Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10193311/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural Studies of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11422-023-10184-1\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CULTURAL STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural Studies of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11422-023-10184-1","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CULTURAL STUDIES","Score":null,"Total":0}
Beyond neat classifications: A case for the in-betweens.
Simplified, reductionist approaches to curriculum design and delivery are pervasive in science education. In ecological curricula-particularly in, but not limited to K-12-biomes, ecosystems, habitats, and other units of study are simplified and presented as static, easily identified and described entities. Characteristics, components, and representative phenomena of each are taught, and student learning of these things is evaluated. However, this approach minimizes the complexity and dynamic nature of environments whether natural, human built, or some hybrid of the two. In this paper, I make a case for studying environments and environmental issues in all of their spatial, temporal, and compositional complexity from the very earliest ages as a way to increase environmental literacy among individuals as well as in the population as a whole. This, in effect, will cultivate learners with a better, more nuanced understanding of the natural world and will lead to citizens, professionals, and policymakers who are more inclined, have more efficacious intellectual tools, and who are better able to address the environmental issues and crises such as climate change, sea-level rise, wildfires, epidemics and pandemics, drought, and crop failure, that are becoming more common and more critical in the 21st century.
期刊介绍:
Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration.
This journal
focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;
publishes articles that have an explicit and appropriate connection with and immersion in cultural studies;
seeks articles that have theory development as an integral aspect of the data presentation;
establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy;
builds new communities at the interface of currently distinct discourses;
aims to be a catalyst that forges new genres of and for scholarly dissemination;
provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars;
publishes manuscripts that encompass all forms of scholarly activity;
includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.