Environmental science Education programs in and outside the United States

1980 ◽  
Vol 26 (1) ◽  
pp. 76-80 ◽  
Author(s):  
Abraham Blum
Keyword(s):  
United States ◽  
Science Education ◽  
Environmental Science ◽  
The United States ◽  
Education Programs ◽  
Environmental Science Education

Environmental Science Education Programs: Opportunities for Geographers

2009 ◽  
Vol 108 (6) ◽  
pp. 259-268 ◽  
Author(s):  
Richard A. Earl ◽  
Edris J. Montalvo ◽  
Amanda R. Ross ◽  
Eunice Hefty
Keyword(s):  
Science Education ◽  
Environmental Science ◽  
Education Programs ◽  
Environmental Science Education

Environmental Science Education in the 21st Century

2014 ◽  
pp. 235-254
Author(s):  
Jacqueline S. McLaughlin ◽  
Rose Baker
Keyword(s):  
Science Education ◽  
21St Century ◽  
Environmental Science ◽  
Multimedia Learning ◽  
The United States ◽  
Learning Tools ◽  
Student Responsibility ◽  
Student Transition ◽  
Environmental Science Education ◽  
Interactive Classrooms

Technology is helping biology instructors redefine their pedagogical “toolboxes” for the 21st century classroom. Indeed, online multimedia learning tools are evolving to fill the niche to assist student transition from simple inquiry-based learning (textbooks, less student responsibility, rote memorization of facts) to professional science practice (higher-end inquiry, more student responsibility, higher order thinking). Moreover, these tools are creating interactive classrooms, empowering motivated instructors to be facilitators of learning who allow students opportunities to construct their own knowledge while exciting the next generation of thinkers, doers, and global-minded citizens. This chapter reviews one example of an online multimedia learning tool—the CHANCE research module—that is being used in high school and undergraduate classrooms in the United States, China, and other international locations to transform environmental science education by exposing students to international environmental issues and problems through the analysis and evaluation of real-research data from factual ecosystems, highlighting evidentiary support for the benefits and successes of these research-based modules, and showcasing what is being learned, through assessment research, about the use of these modules in Chinese undergraduate classrooms.

Environmental Science Education in the 21st Century

2015 ◽  
pp. 1559-1577
Author(s):  
Jacqueline McLaughlin ◽  
Rose Baker
Keyword(s):  
Science Education ◽  
21St Century ◽  
Environmental Science ◽  
Multimedia Learning ◽  
The United States ◽  
Learning Tools ◽  
Student Responsibility ◽  
Student Transition ◽  
Environmental Science Education ◽  
Interactive Classrooms

Technology is helping biology instructors redefine their pedagogical “toolboxes” for the 21st century classroom. Indeed, online multimedia learning tools are evolving to fill the niche to assist student transition from simple inquiry-based learning (textbooks, less student responsibility, rote memorization of facts) to professional science practice (higher-end inquiry, more student responsibility, higher order thinking). Moreover, these tools are creating interactive classrooms, empowering motivated instructors to be facilitators of learning who allow students opportunities to construct their own knowledge while exciting the next generation of thinkers, doers, and global-minded citizens. This chapter reviews one example of an online multimedia learning tool—the CHANCE research module—that is being used in high school and undergraduate classrooms in the United States, China, and other international locations to transform environmental science education by exposing students to international environmental issues and problems through the analysis and evaluation of real-research data from factual ecosystems, highlighting evidentiary support for the benefits and successes of these research-based modules, and showcasing what is being learned, through assessment research, about the use of these modules in Chinese undergraduate classrooms.

The Current and Future State of Wood Science Education in the United States

2019 ◽  
Vol 51 (2) ◽  
pp. 221-230
Author(s):  
Robert L. Smith ◽  
Paula Fallas Valverde
Keyword(s):  
United States ◽  
Science Education ◽  
The United States ◽  
Future State ◽  
Wood Science

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

Enhancing Argumentative Skills in Environmental Science Education

2015 ◽  
Vol 24 (3) ◽  
pp. 206-208
Author(s):  
Christoph Baumberger ◽  
Gertrude Hirsch Hadorn ◽  
Deborah Mühlebach
Keyword(s):  
Science Education ◽  
Environmental Science ◽  
Environmental Science Education

Impacts of Liberation Pedagogy: The Case of Workers' Education

1983 ◽  
Vol 165 (1) ◽  
pp. 113-129 ◽  
Author(s):  
David Hakken
Keyword(s):  
United States ◽  
Paulo Freire ◽  
The United States ◽  
Antonio Gramsci ◽  
Social Psychological ◽  
Education Programs ◽  
Worker Education ◽  
The Social ◽  
Liberation Pedagogy ◽  
The Impact

Some perspectives with which to evaluate the impact of the pedagogy of liberation on worker education programs in England and the United States are suggested. The pedagogy of liberation is often associated with the work of Paulo Freire and occasionally with that of the Italian Marxist, Antonio Gramsci. After some initial discussion of the nature of liberation pedagogy, the problems involved in assessing its effectiveness, are discussed in reference to specific worker education programs in England and the United States. The analysis of workers' education involves discussion of the pedagogy which informs particular programs and the social psychological dilemmas which often face the worker/students involved in workers' education. The article concludes with a discussion of the implications of the research on workers' education for liberation pedagogy.

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