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

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EcoJustice, Citizen Science and Youth Activism

Part of the book series: Environmental Discourses in Science Education ((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.

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Authors and Affiliations

  1. Department of Teaching and Learning, College of Education, University of South Florida, EDU105, Tampa, FL, 33620-5650, USA

    Karey Burek & Dana L. Zeidler

Authors
  1. Karey Burek
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  2. Dana L. Zeidler
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Correspondence to Karey Burek .

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Editors and Affiliations

  1. College of Education, University of Alaska Anchorage, Anchorage, Alaska, USA

    Michael P. Mueller

  2. Mathematics and Science Education, University of Georgia, Athens, Georgia, USA

    Deborah J. Tippins

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Burek, K., Zeidler, D.L. (2015). Seeing the Forest for the Trees! Conservation and Activism Through Socioscientific Issues. In: Mueller, M., Tippins, D. (eds) EcoJustice, Citizen Science and Youth Activism. Environmental Discourses in Science Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-11608-2_26

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