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Educating Science Teachers for Sustainability

  • Book
  • © 2015

Overview

Editors:
  1. Susan K. Stratton

    1. Department of Childhood and Early Childhood Education, State University of New York at Cortland, Cortland, USA

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  2. Rita Hagevik

    1. Department of Biology, University of North Carolina at Pembroke, Pembroke, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Allan Feldman

    1. Department of Teaching and Learning, University of South Florida, Tampa, USA

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  4. Mark Bloom

    1. Department of Biology, Dallas Baptist University, Dallas, USA

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  • 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

Part of the book series: ASTE Series in Science Education (ASTE)

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Table of contents (23 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Introduction

    1. Front Matter

      Pages 1-1
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    2. Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability

      • Allan Feldman, Molly Nation
      Pages 3-13

  3. Preparing Science Teachers to Teach for Sustainability

    1. Front Matter

      Pages 15-15
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    2. A Phenomenographic Study of Beginning Elementary Science Teachers’ Conceptions of Sustainability

      • Rita Hagevik, Corinne Jordan, David Wimert
      Pages 17-29

    3. Sense of Place: Is It More Than a Connection to a Physical Place?

      • Christine Moseley, Blanche Desjean-Perrotta, Deepti Kharod
      Pages 31-48

    4. Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of a Sustainability Course Designed for K-8 Educators

      • Rider W. Foley, Leanna M. Archambault, Annie E. Warren
      Pages 49-67

    5. A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene

      • Deborah Tippins, P. Elizabeth Pate, Stacey Britton, James Ammons
      Pages 69-87

    6. Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course

      • Yael Wyner
      Pages 89-100

    7. Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness

      • Daryl Moorhead, Gale A. Mentzer, Charlene M. Czerniak
      Pages 101-119

    8. A Learning Progression Approach to Incorporate Climate Sustainability into Teacher Education

      • Hui Jin, Michele Johnson, Nissa Rae Yestness
      Pages 121-139

  4. Science Teacher Education for Sustainability in Out-of-School Settings

    1. Front Matter

      Pages 141-141
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    2. Integrating Sustainability into Science Teacher Education Through a Focus on Climate Change

      • Emily Hestness, J. Randy McGinnis, Wayne Breslyn
      Pages 143-162

    3. Pre-Service Teacher Experiences in a Teacher Education Program Reoriented to Address Sustainability

      • Carlos Ormond, Milton McClaren, David Zandvliet, Patrick Robertson, Shannon Leddy, Colin Mayer et al.
      Pages 163-184

    4. Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Development

      • George Zhou
      Pages 185-203

    5. Re-orienting a Science Methods Course to Prepare Sustainability Literate K-6 Pre-service Teachers: A Mixed Methods Investigation

      • George O’Brien, Kathleen Sparrow, Jennifer Morales, Jaeson Clayborn
      Pages 205-234

    6. Binational Study Abroad: Planning for Sustainably Literate Teachers

      • Susan K. Stratton
      Pages 235-253

    7. The Bennett’s Millpond Environmental Learning Project: Place-Based Education with Student-Teacher Research Teams

      • Grant E. Gardner, Colleen Karl, Miriam Ferzli, Damian Shea, David Haase, Judy B. Day
      Pages 255-274

    8. Navigating the Environmental Politics of Energy Production: Using Mathematical Modeling as a Tool for Educating Science Teachers for Sustainability

      • Mark Bloom, Sarah Quebec Fuentes, Molly Holden, Kelly Feille
      Pages 275-294

  5. International Voices on Science Teacher Education for Sustainability

    1. Front Matter

      Pages 295-295
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Keywords

About this book

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.

Editors and Affiliations

  • Department of Childhood and Early Childhood Education, State University of New York at Cortland, Cortland, USA

    Susan K. Stratton

  • Department of Biology, University of North Carolina at Pembroke, Pembroke, USA

    Rita Hagevik

  • Department of Teaching and Learning, University of South Florida, Tampa, USA

    Allan Feldman

  • Department of Biology, Dallas Baptist University, Dallas, USA

    Mark Bloom

Bibliographic Information

  • Book Title: Educating Science Teachers for Sustainability

  • Editors: Susan K. Stratton, Rita Hagevik, Allan Feldman, Mark Bloom

  • Series Title: ASTE Series in Science Education

  • DOI: https://doi.org/10.1007/978-3-319-16411-3

  • Publisher: Springer Cham

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2015

  • Hardcover ISBN: 978-3-319-16410-6Published: 26 June 2015

  • Softcover ISBN: 978-3-319-35980-9Published: 09 October 2016

  • eBook ISBN: 978-3-319-16411-3Published: 18 June 2015

  • Series ISSN: 2214-5435

  • Series E-ISSN: 2214-5443

  • Edition Number: 1

  • Number of Pages: XXI, 478

  • Number of Illustrations: 9 b/w illustrations, 39 illustrations in colour

  • Topics: Science Education, Sustainable Development, Teaching and Teacher Education

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