超越整齐的分类:一个介于两者之间的案例。

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Mitch Bleier
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引用次数: 0

摘要

简化、还原论的课程设计和教学方法在科学教育中普遍存在。在生态学课程中——特别是但不限于k -12——生物群系、生态系统、栖息地和其他学习单元被简化为静态的、容易识别和描述的实体。教授每种语言的特征、组成部分和代表性现象,并对学生的学习情况进行评估。然而,这种方法最大限度地减少了环境的复杂性和动态性,无论是自然的,人工建造的,还是两者的混合。在本文中,我提出了一个案例,从最早的时代开始研究环境和环境问题的所有空间、时间和组成复杂性,以此作为提高个人和整个人口的环境素养的一种方式。实际上,这将培养对自然世界有更好、更细致理解的学习者,并将使公民、专业人士和政策制定者更倾向于、拥有更有效的智力工具,并能够更好地解决环境问题和危机,如气候变化、海平面上升、野火、流行病和流行病、干旱和作物歉收,这些问题在21世纪变得越来越普遍和越来越重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
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.
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