Educating Science Teachers for Sustainability
Editors: Stratton, S., Hagevik, R., Feldman, A., Bloom, M. (Eds.)
Free Preview- Provides science teacher educators with models for incorporating education for sustainability into their practice
- Highlights the successes as well as the barriers to sustainability education
- Provides a global context for incorporating the education of science teachers for sustainability
- Includes up to date research findings on the science teacher education for sustainability
- Discusses the importance of teaching sustainability within the context of K-12 and at the university level for teacher preparation
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- About this book
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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 purposefully embed sustainability into teaching and learning. It is a rich resource for exploring and contextualizing sustainability-oriented science education. At this time we find ourselves in a situation in which the earth’s ecological system is under significant strain as a result of human activity. In the developed world people are asking “How can we maintain our current standard of living?” while those in the developing world are asking “How can we increase the quality of our lives?” all while trying to do what is necessary to mitigate the environmental problems. This volume responds to these questions with a focus on educating for sustainability, 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 sustainability are increasingly important to our natural world, built world, national and international economics and of course the political world. The ideas presented in the book provide examples for original, effective and necessary changes for envisioning educating science teachers for sustainability that will inform policy makers.
- Table of contents (23 chapters)
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Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability
Pages 3-13
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A Phenomenographic Study of Beginning Elementary Science Teachers’ Conceptions of Sustainability
Pages 17-29
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Sense of Place: Is It More Than a Connection to a Physical Place?
Pages 31-48
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Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of a Sustainability Course Designed for K-8 Educators
Pages 49-67
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A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene
Pages 69-87
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Table of contents (23 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- Educating Science Teachers for Sustainability
- Editors
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- Susan Stratton
- Rita Hagevik
- Allan Feldman
- Mark Bloom
- Series Title
- ASTE Series in Science Education
- Copyright
- 2015
- Publisher
- Springer International Publishing
- Copyright Holder
- Springer International Publishing Switzerland
- eBook ISBN
- 978-3-319-16411-3
- DOI
- 10.1007/978-3-319-16411-3
- Hardcover ISBN
- 978-3-319-16410-6
- Softcover ISBN
- 978-3-319-35980-9
- Series ISSN
- 2214-5435
- Edition Number
- 1
- Number of Pages
- XXI, 478
- Number of Illustrations
- 9 b/w illustrations, 39 illustrations in colour
- Topics
