TY - JOUR
T1 - Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices
AU - Lindgren, Samantha Anne
AU - Morris, Kristi
AU - Price, Amanda
PY - 2021
Y1 - 2021
N2 - Environmental education is implemented in formal curricula in multiple ways, including K-12 science. In the United States, the adoption of the Next Generation Science Standards (NGSS) has provided a lens for considering how the goals of environmental education and formal science education may overlap and complement one another. Potential synergies emerge from similarities between NGSS science and engineering practices and the skills of questioning, analysis, and interpretation in the NAAEE Guidelines for Excellence. In this study, middle school students were engaged in an environmental storyline unit that supported their abilities to ask questions, design and conduct investigations, and develop model-based explanations, practices consistent across both fields. Participating students demonstrated positive gains in nature relatedness environmental attitudes. This study provides evidence that curricular design around the practices of science and environmental education connects the goals of each and may be a promising approach to broadening access to effective environmental education experiences. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2021.1949569.
AB - Environmental education is implemented in formal curricula in multiple ways, including K-12 science. In the United States, the adoption of the Next Generation Science Standards (NGSS) has provided a lens for considering how the goals of environmental education and formal science education may overlap and complement one another. Potential synergies emerge from similarities between NGSS science and engineering practices and the skills of questioning, analysis, and interpretation in the NAAEE Guidelines for Excellence. In this study, middle school students were engaged in an environmental storyline unit that supported their abilities to ask questions, design and conduct investigations, and develop model-based explanations, practices consistent across both fields. Participating students demonstrated positive gains in nature relatedness environmental attitudes. This study provides evidence that curricular design around the practices of science and environmental education connects the goals of each and may be a promising approach to broadening access to effective environmental education experiences. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2021.1949569.
KW - Environmental education
KW - NGSS
KW - environmental attitudes
KW - nature relatedness
KW - science and engineering practices
KW - science education
KW - storyline
UR - http://www.scopus.com/inward/record.url?scp=85111662627&partnerID=8YFLogxK
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U2 - 10.1080/00958964.2021.1949569
DO - 10.1080/00958964.2021.1949569
M3 - Article
SN - 0095-8964
VL - 52
SP - 239
EP - 255
JO - Journal of Environmental Education
JF - Journal of Environmental Education
IS - 4
ER -