國立虎尾科技大學 |

Educating Science Teachers for Sustainability

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educating Science Teachers for Sustainability/ edited by Susan K. Stratton, Rita Hagevik, Allan Feldman, Mark Bloom.
other author:	Stratton, Susan K.
Description:	XXI, 478 p. 48 illus., 39 illus. in color.online resource. :
Contained By:	Springer Nature eBook
Subject:	Science education. -
Online resource:	https://doi.org/10.1007/978-3-319-16411-3
ISBN:	9783319164113

Educating Science Teachers for Sustainability
Educating Science Teachers for Sustainability[electronic resource] /edited by Susan K. Stratton, Rita Hagevik, Allan Feldman, Mark Bloom. - 1st ed. 2015. - XXI, 478 p. 48 illus., 39 illus. in color.online resource. - ASTE Series in Science Education,2214-5435. - ASTE Series in Science Education,.

Foreword: Arjen Wals and Justin Dillon -- Preface: Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom -- Section I: Introduction -- Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability (Allan Feldman) -- Section II: Preparing Science Teachers to Teach for Sustainability -- 2. A Phenomenographical Study of Beginning Elementary Science Teachers' Conceptions of Sustainability (Rita Hagevik, Corinne Jordan, David Wimert) -- 3. Sense of Place: Is it More than a Connection to a Physical Place? (Christine Moseley, Blanche Desjean-Perrotta, & Deepti Kharrod) -- 4. Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of Sustainability Course Designed for K-8 Educators (Rider Foley, Leanna Archambault & Annie Warren) -- 5. A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene (Deborah Tippins, Elizabeth Pate, Stacey Britton, & James Ammons) -- 6. Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course (Yael Wyner) -- 7. Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness (Daryl Moorhead, Gale Mentzer, & Charlene Czerniak) -- 8. A Learning Progression Approach to Support Climate Sustainability into Teacher Education (Hui Jin, Michele Johnson, & Nissa Rae Yestness) -- Section III: Science Teacher Education for Sustainability in Out-of-school Settings -- 9. Integrating Sustainability into Science Teacher Education through a Focus on Climate Change (Emily Hestness, J. Randy McGinnis, & Wayne Breslyn) -- 10. Preservice Teacher Experiences from the Reorientation of Teacher Education to Address Sustainability (Carlos Ormond, Milton McClaren, David B. Zandvliet, Patrick Robertson, Shannon Leddy, Colin Mayer & Selina Metcalfe) -- 11. Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Development (George Zhou) -- 12. Reorienting a Science Methods Course to Prepare Sustainability Literate K-6 Preservice Teachers: A Mixed Methods Investigation (George O’Brien, Kathleen Sparrow, Jennifer Morales & Jaeson Clayborn) -- 13. Binational Study Abroad: Planning for Sustainably Literate Teachers (Susan Stratton) -- 14. The Bennett’s Millpond Environmental Learning Project: Place-based Education with Student-Teacher Research Teams (Grant Gardner, Colleen Karl, Miriam Ferzli, & Damian Shea) -- 15. 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) -- Section IV: International Voices on Science Teacher Education for Sustainability -- 16. Incorporating Sustainability as a Socio-scientific Reality into Science Teacher Education (Marianne Logan & Amy Cutter-Mackenzie) -- 17. A Case Study of an Australian University Embedding EfS in a Preservice Teaching Program (Michelle Lasen, Louisa Tomas, Hillary Whitehouse, Reesa Soren, Neus (Snowy) Evans, & Robert (Bob) Stevenson) -- 18. Some Pathways in Sweden (Ingela Bursjoo) -- 19. Using Local Contexts for Learning: The Caring for Cambodia Approach (Whitney Szmodis, Michael Russell & Alec Bodzin) -- 20. Beyond Science Education: Embedding Sustainability in Teacher Education Systems (Robert (Bob) Stevenson, JoAnne Ferreira, Neus (Snowy) Evans, & Julie Davis) -- 21. Beyond Banking Education: Approaching Uncertainty and Controversial Issues In the Science Classroom (Lynda Dunlop & Eleanor Brown) -- 22. “We Weren’t Taught This Way”. Overcoming Barriers When Transitioning to New Forms of Pedagogy in Teaching Initial Science Teachers for Sustainability (Roger Cutting & Orla Kelly) -- Section V: Conclusion -- 23. Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability (Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom) -- Afterword – Mike Slattery.

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.

ISBN: 9783319164113

Standard No.: 10.1007/978-3-319-16411-3doiSubjects--Topical Terms:

1151737
Science education.

LC Class. No.: LC8-6691

Dewey Class. No.: 507.1

Educating Science Teachers for Sustainability
LDR:07025nam a22004215i 4500 001 961568
003 DE-He213
005 20200920035237.0
007 cr nn 008mamaa
008 201211s2015 gw | s |||| 0|eng d
020 $a 9783319164113 $9 978-3-319-16411-3
024 7 $a 10.1007/978-3-319-16411-3 $2 doi
035 $a 978-3-319-16411-3
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a SCI063000 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PD $2 thema
082 0 4 $a 507.1 $2 23
245 1 0 $a Educating Science Teachers for Sustainability $h [electronic resource] / $c edited by Susan K. Stratton, Rita Hagevik, Allan Feldman, Mark Bloom.
250 $a 1st ed. 2015.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a XXI, 478 p. 48 illus., 39 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a ASTE Series in Science Education, $x 2214-5435
505 0 $a Foreword: Arjen Wals and Justin Dillon -- Preface: Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom -- Section I: Introduction -- Theorizing Sustainability: An Introduction to Science Teacher Education for Sustainability (Allan Feldman) -- Section II: Preparing Science Teachers to Teach for Sustainability -- 2. A Phenomenographical Study of Beginning Elementary Science Teachers' Conceptions of Sustainability (Rita Hagevik, Corinne Jordan, David Wimert) -- 3. Sense of Place: Is it More than a Connection to a Physical Place? (Christine Moseley, Blanche Desjean-Perrotta, & Deepti Kharrod) -- 4. Building Sustainability Literacy Among Preservice Teachers: An Initial Evaluation of Sustainability Course Designed for K-8 Educators (Rider Foley, Leanna Archambault & Annie Warren) -- 5. A Fork in the Road: Reclaiming a Conversation on Sustainability for Science Teacher Education in the Anthropocene (Deborah Tippins, Elizabeth Pate, Stacey Britton, & James Ammons) -- 6. Ecology Disrupted: Using Sustainability as a Unifying Principle for an Environmental Science Course (Yael Wyner) -- 7. Transforming Science Teachers into Scientist Teachers: How Philosophical Perspective Influences Teaching Effectiveness (Daryl Moorhead, Gale Mentzer, & Charlene Czerniak) -- 8. A Learning Progression Approach to Support Climate Sustainability into Teacher Education (Hui Jin, Michele Johnson, & Nissa Rae Yestness) -- Section III: Science Teacher Education for Sustainability in Out-of-school Settings -- 9. Integrating Sustainability into Science Teacher Education through a Focus on Climate Change (Emily Hestness, J. Randy McGinnis, & Wayne Breslyn) -- 10. Preservice Teacher Experiences from the Reorientation of Teacher Education to Address Sustainability (Carlos Ormond, Milton McClaren, David B. Zandvliet, Patrick Robertson, Shannon Leddy, Colin Mayer & Selina Metcalfe) -- 11. Environmental Pedagogical Content Knowledge: A Conceptual Framework for Teacher Knowledge and Development (George Zhou) -- 12. Reorienting a Science Methods Course to Prepare Sustainability Literate K-6 Preservice Teachers: A Mixed Methods Investigation (George O’Brien, Kathleen Sparrow, Jennifer Morales & Jaeson Clayborn) -- 13. Binational Study Abroad: Planning for Sustainably Literate Teachers (Susan Stratton) -- 14. The Bennett’s Millpond Environmental Learning Project: Place-based Education with Student-Teacher Research Teams (Grant Gardner, Colleen Karl, Miriam Ferzli, & Damian Shea) -- 15. 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) -- Section IV: International Voices on Science Teacher Education for Sustainability -- 16. Incorporating Sustainability as a Socio-scientific Reality into Science Teacher Education (Marianne Logan & Amy Cutter-Mackenzie) -- 17. A Case Study of an Australian University Embedding EfS in a Preservice Teaching Program (Michelle Lasen, Louisa Tomas, Hillary Whitehouse, Reesa Soren, Neus (Snowy) Evans, & Robert (Bob) Stevenson) -- 18. Some Pathways in Sweden (Ingela Bursjoo) -- 19. Using Local Contexts for Learning: The Caring for Cambodia Approach (Whitney Szmodis, Michael Russell & Alec Bodzin) -- 20. Beyond Science Education: Embedding Sustainability in Teacher Education Systems (Robert (Bob) Stevenson, JoAnne Ferreira, Neus (Snowy) Evans, & Julie Davis) -- 21. Beyond Banking Education: Approaching Uncertainty and Controversial Issues In the Science Classroom (Lynda Dunlop & Eleanor Brown) -- 22. “We Weren’t Taught This Way”. Overcoming Barriers When Transitioning to New Forms of Pedagogy in Teaching Initial Science Teachers for Sustainability (Roger Cutting & Orla Kelly) -- Section V: Conclusion -- 23. Toward a Sustainable Future: The Practice of Science Teacher Education for Sustainability (Susan Stratton, Rita Hagevik, Allan Feldman, Mark Bloom) -- Afterword – Mike Slattery.
520 $a 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.
650 0 $a Science education. $3 1151737
650 0 $a Sustainable development. $3 556594
650 0 $a Teaching. $3 555255
650 1 4 $a Science Education. $3 668800
650 2 4 $a Sustainable Development. $3 679787
650 2 4 $a Teaching and Teacher Education. $3 783596
700 1 $a Stratton, Susan K. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1256077
700 1 $a Hagevik, Rita. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1256078
700 1 $a Feldman, Allan. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1256079
700 1 $a Bloom, Mark. $e editor. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1256080
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319164120
776 0 8 $i Printed edition: $z 9783319164106
776 0 8 $i Printed edition: $z 9783319359809
830 0 $a ASTE Series in Science Education, $x 2214-5435 $3 1256081
856 4 0 $u https://doi.org/10.1007/978-3-319-16411-3
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)