Carol C. Johnston, Presentation at the Association of Science Teacher Educators (ASTE) in San Antonio, TX, Jan 15-18, 2014
“Using Environmental Issues in a Pre-Service Elementary Science Methods Course to Model Inquiry Teaching and Reduce Fears of Teaching Science”
This paper presented my findings from pre-service teachers in a science methods course. Environmental issues were used to engage candidates in science topics with activities that modeled inquiry teaching strategies with the intent that candidates would incorporate environmental science into their own standards-based lesson plans. This qualitative study asked: How do pre-service elementary teachers respond to environmentally-based science activities? Does the use of environmental activities to model inquiry lessons lead pre-service teachers to be able to incorporate environmental issues into their own standards-based science lesson plans? Early positive experiences with science and positive attitudes toward the study of science have been shown to influence the pursuit of higher education in the science, technology, engineering and math (STEM) fields. As elementary teachers attitudes toward science can greatly influence how (and even if) science is taught, it is important to explore ways to engage future elementary teachers. Environmental Issues can bridge the connections between science and society and allow students to see the relevancy in the science lessons being seen.
Carol C. Johnston (along with Manisha Javeri, CSULA and Irene Osisioma, CSUDH), Presentation at the North American Association of Environmental Educators (NAAEE) in Baltimore, MD, Oct 8-12, 2013
“Educating for Informed Participation in the Move Toward Environmental Sustainability”
This paper presentation discussed our experiences of creating an online learning community to share ideas for implementing environmental issues into multidisciplinary K-12 and higher education classrooms. We began with a series of face-to-face meetings to share some of what we had learned at a weeklong workshop sponsored by EECapacity. One of our primary goals was to generate conversations on how to use an interdisciplinary approach to integrate environmental education into already existing practices.
Our research aimed to address the following questions:
1. In what ways can environmental education issues support learning in multiple content areas?
2. In what ways will the interactions between participants (workshop and online Learning Community) support the use of environmental education materials in content courses?