Preservice Teachers Environmental Concerns

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Doug Hayhoe

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<ul><li> 1. Preservice teachers, Environmental Concerns,and a Christian Perspective Doug Hayhoe, Tyndale University College &amp; Seminary, Toronto, ON, Canada</li></ul><p> 2. Tyndale department of education Christian university, authorized by Ontario tograduate one-year Bachelor of Education students Preservice teachers dont sign a statement of faith,as faculty do, but agree to follow lifestyle code. Of the 60-70 teachers, some 1/3 are evangelical,1/3 Catholic, and 1/3 other, including no faith 3. The commonplaces Preservice teachers 30 primary-junior (PJ) teachers (K-Gr. 6) 30 junior-intermediate (JI) teachers (Gr. 4-10) Science &amp; technology methods course Knowledge:understanding of concepts Skills: inquiry, investigation, &amp; communication skills Relating science &amp; tech. to society &amp; the environment Provincial focus in Ontario The Environment 4. Ontarios K-10 Curriculum forScience &amp; Technology Gr. Life Systems Structures &amp; Matter &amp; Earth &amp;Mechanisms Energy Space12345678910 5. Grade Life Systems Structures &amp; Matter &amp; EnergyEarth &amp; Space Mechanisms1Ontarios K-10&amp; ScienceourLiving things MaterialsStructures Energy in Lives &amp; Daily &amp; Seasonal Changes2 Technology CurriulumLiquidsAnimals Movement Solids &amp;Air &amp; Water in the Environment3 Plants Structures Forces Soils in the Environment4 Habitats Pulleys and gears Light &amp; Sound Rocks &amp; Minerals5 Human body Structures Chemical Changes Conservation of Energy6 Biodiversity Flight ElectricitySpace (Astronomy)7 Ecosystems Form &amp; Function Solutions Heat in the Environment8 The cell SystemsFluids Water Systems9 Ecosystems ElectricityAtomsSpace (Astronomy) 10 Tissues &amp; Organs Light &amp; Optics Chemical Climate ChangeReactions 6. Grade Life Systems Structures &amp; Matter &amp; EnergyEarth &amp; Space Mechanisms1Ontarios K-10&amp; ScienceourLiving things MaterialsStructures Energy in Lives &amp; Daily &amp; Seasonal Changes2 Technology CurriulumLiquidsAnimals Movement Solids &amp;Air &amp; Water in the Environment3 Plants Structures Forces Soils in the Environment4 Habitats Pulleys and gears Light &amp; Sound Rocks &amp; Minerals5 Human body Structures Chemical Changes Conservation of Energy6 Biodiversity Flight ElectricitySpace (Astronomy)7 Ecosystems Form &amp; Function Solutions Heat in the Environment8 The cell SystemsFluids Water Systems9 Ecosystems ElectricityAtomsSpace (Astronomy) 10 Tissues &amp; Organs Light &amp; Optics Chemical Climate ChangeReactions 7. Grade Life Systems Structures &amp; Matter &amp; EnergyEarth &amp; Space Mechanisms1Ontarios K-10&amp; ScienceourLiving things MaterialsStructures Energy in Lives &amp; Daily &amp; Seasonal Changes2 Technology CurriulumLiquidsAnimals Movement Solids &amp;Air &amp; Water in the Environment3 Plants Structures Forces Soils in the Environment4 Habitats Pulleys and gears Light &amp; Sound Rocks &amp; Minerals5 Human body Structures Chemical Changes Conservation of Energy6 Biodiversity Flight ElectricitySpace (Astronomy)7 Ecosystems Form &amp; Function Solutions Heat in the Environment8 The cell SystemsFluids Water Systems9 Ecosystems ElectricityAtomsSpace (Astronomy) 10 Tissues &amp; Organs Light &amp; Optics Chemical Climate ChangeReactions 8. The context Leadershipin the environmental movement hasoften been provided by those of little faith, orlittle Christian faith. Our natural environment,however, is a very much a part of Gods creation. My own research in science education as aChristian focuses on soil, air, water, and energy. Classical Greek and Egyptian thought talkedabout four elements: earth, air, water, and fire. 9. Jeremiahs World But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.Jer. 10:12-13; 51:15-16 10. Jeremiahs World But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.Jer. 10:12-13; 51:15-16 11. Jeremiahs World But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.Jer. 10:12-13; 51:15-16 12. Jeremiahs World But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.Jer. 10:12-13; 51:15-16 13. Jeremiahs World But God made the earth by his power; he founded the world by his wisdom and stretched out the heavens by his understanding. When he thunders, the waters in the heavens roar; he makes clouds rise from the ends of the earth; he sends lightning with the rain and brings out the wind from his storehouses.Jer. 10:12-13; 51:15-16 14. The challenge To develop a Christian framework for focusing onenvironmental concerns in a science methodscourse with preservice teachers, whichcompliments the secular science curriculum theywill be teaching from in school. The environment is a key focus in the province ofOntario, with sustainability a big idea 15. Grade Life Systems Structures &amp; Matter &amp; EnergyEarth &amp; Space Mechanisms1Ontarios K-10&amp; ScienceourLiving things MaterialsStructures Energy in Lives &amp; Daily &amp; Seasonal Changes2 Technology CurriulumLiquidsAnimals Movement Solids &amp;Air &amp; Water in the Environment3 Plants Structures Forces Soils in the Environment4 Habitats Pulleys and gears Light &amp; Sound Rocks &amp; Minerals5 Human body Structures Chemical Changes Conservation of Energy6 Biodiversity Flight ElectricitySpace (Astronomy)7 Ecosystems Form &amp; Function Solutions Heat in the Environment8 The cell SystemsFluids Water Systems9 Ecosystems ElectricityAtomsSpace (Astronomy) 10 Tissues &amp; Organs Light &amp; Optics Chemical Climate ChangeReactions 16. Focus in science methods courses With PJ preservice teachers (Gr. K-6) Soils (Grade 3 unit) Conservationof Energy (Grade 5 unit) 17. Focus in science methods courses With PJ preservice teachers (K- Gr. 6) Soils(Grade 3 unit) Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10) Water Systems (Grade 8 unit) Climate Change (Grade 10 unit) 18. Focus in science methods courses With PJ preservice teachers (K- Gr. 6) Soils(Grade 3 unit) Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10) Water Systems (Grade 8 unit) Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding? 19. Focus in science methods courses With PJ preservice teachers (K- Gr. 6) Soils(Grade 3 unit) Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10) Water Systems (Grade 8 unit) Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding?Q2. Can this be improved with course activities? 20. Focus in science methods courses With PJ preservice teachers (K- Gr. 6) Soils(Grade 3 unit) Conservation of Energy (Grade 5 unit) With JI preservice teachers (Gr. 4-10) Water Systems (Grade 8 unit) Climate Change (Grade 10 unit)Q1. What is their initial level of conceptual understanding?Q2. Can this be improved with course activities?Q3. Will this also affect their stewardship concerns? 21. Sample item: soils (Gr. 3)2. It usually takes how many years to form 1 cm oftopsoil?a) 1-10 monthsb) 1-10 yearsc) 100-1000 yearsd) 1-10 million years 22. Sample item: energy (Gr. 5)23. Which of the following decisions would save theaverage family the most energy? a) Replace all the incandescent light bulbs withfluorescent light bulbs b) Buy all new energy-efficient appliances c) Only buy fruit and vegetables grown near whereyou live d) Trade in a large family car for a compact electriccar 23. Sample item: water (Gr. 8)20. Water that becomes groundwater a) Typically occurs as underground lakes and rivers b) Exists in the spaces between soil and rock particles 24. Sample item: climate change (Gr. 10)16. Over the past century, the average surfacetemperature of Earths oceans a) has risen significantly b) has stayed approximately the same 25. Pre-post results: soils &amp; energy PJ teachers wrote a multiple choice survey on soils and on energy with 25 items each. The random score would be 25%. 26. Pre-post results: water &amp; climate chg JI teachers wrote a survey on climate change and water with 45 binary choice items each. The random score would be 50%. 27. Ontarios K-10 Curriculum forScience &amp; TechnologyA NEW BIG IDEA IN THE CURRICULUM Sustainability is the concept of meeting theneeds of the present without compromising theability of future generations to meet their needs. Stewardship involves understanding that weneed to use and care for the natural environmentin a responsible way and making the effort topass on to future generations no less than whatwe have access to ourselves. 28. Stewardship and sustainability anew BIG IDEA?The custody of the garden was given in charge toAdam, to show that we possess the things whichGod has committed to our hands, on the condition,that being content with the frugal and moderateuse of them, we should take care of what shallremain. Let him who possesses a field, so partakeof its yearly fruits, that he may not suffer theground to be injured by his negligence; but let himendeavor to hand it down to posterity as hereceived it, or even better cultivated. 29. PJ Focus Group Interviews1. Why do you think soil is an important topic for students to learn about?2. Which key concepts about soil should students learn?3. What should we be doing to conserve energy as teachers, students, adults, world citizens? 30. PJ Focus Group Interviewsl Why do you think soil is an important topic forstudents to learn about?l Which key concepts about soil shouldstudents learn?l What should we be doing to conserve energyas teachers, students, adults, world citizens?l What perspectives inform your answer? Interms of scientific, ethical, faith-based? 31. Answer an analogy from natureLife is based on death and in order for life tohappen there needs to be death and so I madean analogy that in order for us to have life and tohave oxygen there needs to be a de-compositioncycle that goes on. [When] things in the soil arein the process of dying, that gives life thatleads [to] as teachers we are going to have toput certain behaviors to death in our classroomsso that we can then have life with our students 32. Answer ethical considerationsEthically we have to start thinking about whatare we putting into the soil. Do we really needtomatoes that are so large, is it changing the waythe soil is made, is it changing the de-composition, is it changing the way the humus isin the soil for us to be creating crops that aresurviving? 33. Answer ethical coming out offaith-based considerationsI think the ethical component comes out of thefaith-based. Because we feel that, you know, thisworld is given to you by God and he created it foryou. He wants you to take from it but also giveback to it, care for it, nurture it and pass it on tothe next generation. Those are the underlyingvalues that inform the ethical we are supposedto take care of the earth for ethical reasons, but itcomes to, I think, a faith-based reason. 34. Answer created by God, so weneed to take care of itMy last placement was in a Catholic board, so Icould speak about faith openly. So, a lot ofconversation did come back to that God createdthis beautiful world for us. He created plants andthe soil and we need to take care of it. There wasconversation with children you know, Godmade this for us, so we have to take care of it.He made us, so we have to take care ofourselves. So there was ownership there. 35. Answer an awe for Gods creationI love the term stewardship because that in itselfis a Biblical term. Because God tells us to begood stewards of the earth and so thats a taskthat he has given us. So, absolutely it is faith-based and to instill a love for the earth in ourstudents and to instill a wonder for what they areseeing that is something that you did and Ireally appreciate it in science (continued) 36. Answer an awe for Gods creation(continued) you just have this awe and wonderfor the world which carries on into your studentsbecause when we have that same wonder, thenthey are going to want to learn more and learn and hopefully they will want to learn more abouthow we can protect in the best manner possible thats why God put us here for. He gave us thegift and we have to respect that gift. 37. Answer take care of the earthWe always say that God wants me to do this, butthe first thing he said to any human was to takecare of the earth. So often we forget that, andthere are Christians who say, well, Christ iscoming back so we can use up whateverresources we want because the world is going toend anyways When they say that, you aremissing the whole section where God gave it tous as a gift and we have to respect that and wehave to fear God too. 38. A PJ student at a secular university I wouldnt say faith-based UmbrellaChristianity, and depending who you talk to,some may yes, others no. Thats a hard one. Asfar as ethical, same thing. Whats ethical to youmight not be ethical to me People get backedinto a corner when you talk ethics, morals, orfaith. But if the ministry angles it from thescientific, factual basis, you are giving peopleless opportunity to argue it isnt important. 39. JI Focus Group Interviewsl Describe the water cycle.l Why is water a looming environmental issue,when the Earth has so much water?l Explain why Earths average globaltemperature is rising?l What obligations do we have as teachers,students, adults, world citizens?l What perspectives inform your answer? Interms of scientific, ethical, faith-based? 40. Answer ethical considerations #1I think on an ethical basis we are all people wholive on the earth. The planet belongs to everyoneand though we have enough in Canada, we arespoiled because we have this natural source ofwater that we take for granted that it will alwaysbe there and that it is ours. 41. Answer inform ourselves, firstI think we have to inform ourselves, first andforemost, and then bring that to life in theclassroom. Not only in terms of instruction butalso in what we do in day to day life at school. 42. Answer ethical considerations #2Id like to take a holistic approach. And I thinkthat all three of those can inter-play with eachother. My faith-base motivates me to act ethicallyand I use the science to back it up. (to becontinued) 43. Answer Biblical considerat...</p>

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