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Seeing the Forest for the Trees! Conservation and Activism Through Socioscientific Issues

  • Karey BurekEmail author
  • Dana L. Zeidler
Chapter
Part of the Environmental Discourses in Science Education book series (EDSE, volume 1)

Abstract

There is a divide between what students are being taught within the classroom and what they experience in the real world (National Research Council 1996, 2009). Schooling is necessary insufficient enough to support lifelong science literacy, emphasizing the necessity of alternative learning environments and approaches for learning about science (Falk and Heimlich 2009; Falk et al. 2007). In England and Switzerland, educators are beginning to bring controversial environmental topics into the science classroom that afford students the opportunity to discuss issues-based science (SSI), connecting what they are learning to real world issues such as nuclear power and rainforest deforestation (Rickinson and Lundholm 2008). When students engage with these issues they might also take a larger role within conservation.

Keywords

Critical Thinking Elementary School Student Critical Thinking Skill Small Group Discussion Environmental Literacy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of Teaching and Learning, College of EducationUniversity of South FloridaTampaUSA

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