FACILITATING CONTENT KNOWLEDGE THROUGH
IN-DEPTH EXAMINATION OF SCIENCE AND ENVIRONMENTAL ISSUES
It is impo= rtant to enable students to direct their own learning. While the goal of science educatio= n used to be to produce more scientists, that goal has changed with the introducti= on of the National Science Education Standards (NSES) (National Research Counc= il, 1996). While it is still impo= rtant to attract the best and the brightest to science, society now recognizes th= at it is essential for everyone, regardless of their chosen vocation to unders= tand the fundamentals of science and technology. The phrase that has come to repres= ent this level of understanding is “science literacy” (Bybee, 1997)= .
But what d=
oes
science literacy really mean? When
referring to the English language, literacy means the ability to read and
write. Science literacy means
understanding the fundamentals of science.=
We would not consider a person to be scientifically literate if they=
can
name organisms that live on earth, but haven’t the foggiest notion of
what an animal is, or recognize that humans are one of those inhabitants.
The Nation= al Science Education Standards (1996) defines science literacy in detail. According to this important docume= nt, science literacy includes certain key concepts in the natural sciences, as = well as how science relates mathematics, technology, and other human endeavors.<= span style=3D'mso-spacerun:yes'> Science literacy also includes an understanding of the nature of science as well as inquiry skills such as designing experiments, collecting and analyzing data, and drawing valid conclusions from evidence.
If we take= the goal of science literacy seriously then we need to empower students to make their own decisions by providing them with accurate and comprehensive information and intellectual tools to apply scientific information to their= own lives. The NSES makes the case for science literacy as an important national goal. “Why is science literacy important? First, an understanding of science offers personal fulfillment and excitement—benefits that should be shared by everyone. Second, Americans are confronted increasingly with questions in their lives that require science information= and science ways of thinking for informed decision making. The collective judgment of our stu= dents and citizenry as a whole will determine how we manage our shared resources = such as air, water, and natural forests.” (National Research Council, 1996= , p. 11) With this key statement, = the NSES makes an explicit link between science literacy and stewardship of nat= ural resources (Table 1).
Table 1: Four= goals of the National Science Education Standards
|
Students ar= e able to: · Experience the richness and excitement of knowing about and understanding the natural world; · Use appropriate scientific processes and principles in making personal decisions; · Engage intelligently in public discourse a= nd debate about matters of scientific and technological concern; and · Increase their economic productivity throu= gh the use of knowledge, understanding, and skills of the scientifically literate person in their careers. NSES (1996)= , page 13. |
It would be easy to conclude that an important
purpose of science education is to tell students how to manage natural
resources. Many instructional
programs in schools have just that purpose. With topics such as rain forest
destruction, over-fishing of marine and fresh water fisheries, air and water
pollution, harvesting trees in national forests, and urban sprawl, these
instructional programs discuss commercial practices that impact the environ=
ment
and deliver a clear message: This has to stop! However, such simplistic examinati=
on of
complex environmental issues is counter to the goal of science literacy.
Research i= nto the effectiveness of environmental education has demonstrated that simply having knowledge of an issue doesn’t result in behavioral change. Instead, for students to accept responsibility for the environment they need to take ownership for issues a= nd feel empowered to do something about those issues (Hungerford, 1996). Science knowledge forms the basis = for understanding most environmental issues.&n= bsp; By taking action on current environmental issues, students are able = to make connections between what they learn in science and how to apply that knowledge to the world around them (Lieberman & Hoody, 1998).
In our col= lege classrooms, we have found that it is not uncommon to have students who feel overwhelmed by the complex environmental issues occurring in the world today. Global warming, acid r= ain, deforestation, and water quality issues are all examples of issues appearin= g in the media on a regular basis. Although students are aware of these issues they frequently do not p= erceive themselves as having the skills to do anything about them. Instead, increased knowledge of environmental problems leads to feelings of hopelessness rather than behavi= oral actions. These students need = to learn how to connect the knowledge they have about an environmental issue to the development of skills that will lead to engagement. In this way they will be able to m= ake informed decisions and take action on issues for which they have developed feelings of ownership. This p= rocess is critical for the development of responsible environmental citizens (Hungerford and Volk, 1990). Effective citizenship requires active participation in real-life, meaningful experiences. Too o= ften, college students are disengaged from the communities surrounding their campuses. Since science liter= acy demands that students be able to apply their knowledge to the world around them, we found that taking a service-learning approach in combination with environmental education methods greatly enhanced our student’s engage= ment with environmental and science issues.
Service learning is a blending of both servic= e and learning goals in such a way that both occur at the same time and are enric= hed and supported by one another. Service learning is a teaching and learning method that connects meaningful communi= ty service with academic learning, personal growth, and civic responsibility (Nathan & Kielsmeier, 1991). Service learning also places young people in a situation where they = can learn and develop through active participation in thoughtfully organized service experiences. The Comm= ission on National and Community Service has defined service learning as follows:<= span style=3D'mso-spacerun:yes'> Service-learning is a method:
= (A) Under which students learn and develop through active participation in thoughtful= ly organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and community;
(B) That is integrated into the students’ academic curriculum or provides stru= ctured time for students to think, talk, or write about what the student did and s= aw during the actual service activity;
(C) That provides students with opportunities to use newly acquired skills and knowl= edge in real-life situations in their own communities; and
(D) That enhances what is taught in school by extending student learning beyond the classroom and into the community and helps to foster the development of a s= ense of caring for others. (National and Community Service Act of 1990)
In an era =
where
education is criticized for not being relevant and where students are often
characterized as being isolated from what is happening in the local communi=
ty,
service learning connects young people to their community and places them in
challenging situations where they associate with real problems or needs.
For the instructor, service-learning provides= a student-centered learning and instructor designed curriculum which are both major elements in the current educational reform movement (Zlotkowski, 1999). Instructors will find = this academic approach appealing since it provides an active link with the commu= nity that should strengthen campus and community relations. Finally, service learning provides= an opportunity for thematic teaching as the problem solving approach used in m= ost projects require students to incorporate all areas of their learning to sol= ve a problem.
Combining service-learning with environmental issues assists students in developing t= he skills they need to make informed decisions and take action. The action team service project described here uses an issue investigation and action model curricular stra= tegy to increase in-depth knowledge, personal investment, and skills to take act= ion on environmental concerns (Hungerford & Volk, 1990). Students identify current environmental/science issues and conduct background research. They use the research to make info= rmed decisions, apply the knowledge to develop an action plan, and develop the skills to take action on their issue. As a critical component of the project, students self-evaluate their learning through a guided reflection paper (actual student reflections have been included for illustration).
“My learning did not stop with just learn=
ing
about the action at hand, my learning went a lot deeper. I learned more computer skills=
, how
to communicate with a large group, how to ask people to fill out a surv=
ey,
and how to become more organized.
People think that sometimes the time to take action is when some=
thing
big happens, I disagree now. I
think we need to do simple things everyday, like recycling and carpooli=
ng
when possible, to help in saving the environment and our natural
resources. I plan on beco=
ming a
registered voter, so that I can vote on issues that come up (reflections
from a student working on a project concerning the Clean Air Act and the
Clear Skies Initiative).”
The Action Team Service Project is designed a= s a semester-long assignment in an elementary science methods class for preserv= ice teachers and an introductory outdoor recreation class for nonformal educators. Students in these classes are typically sophomores and juniors. Seventy-five percent of the studen= ts are not science majors. Students = work in small teams on current environmental /science issues on which they can m= ake an impact. These issues may r= ange in scope from local to international. However, students are encouraged to focus on realistic goals that are obtainable in a three-month time period (one semester). The most important aspect of this project is that the identification of issues is student-centered; the instructors’ role is to act as a facilitator.
Students are introduced to the project during= the first week of classes. Their initial assignment is to search for five current environmental or science issues that appear in the media. They are encouraged to search newspapers, listen to the news, and se= arch the Internet. Although nation= al issues are easy to identify, students should also explore local issues on-campus or in surrounding communities.&n= bsp; Students then bring their issues to class and engage in a small group discussion resulting in the identification of their top five issues. The group lists are combined to fo= rm a class list of issues. Student= s then form teams based on one of the issues in which they are most interested.
Each team then gathers information and become experts on their issue. Teams= are encouraged to find local connections to the issue, especially if they have selected one that is national or international. Information collected here will fo= rm the basis for the next step in the project.&nb= sp; Students are required to undertake a neutral approach to their resea= rch and look at all sides of an issue before making any decisions.
Based on their research, teams now must make a decision about which side of the issue they will take action. During team meetings student engage in discussion that examines various alternative sol= utions for their issue. After narrow= ing their decision to a single solution, the team decides how to focus their efforts. They then must develop their Action Team Plan, which includes: a project purpose statement, goals, potential actions, and a timeline. The Action Team Plan will assist the teams in defining the scope of their project. During this st= age of the project, the course instructors use nature of science discussions for students to see “how science is conducted.” Students tie the nature of science discussions to their projects and ask themselves how it applies to their issue. Development of the act= ion team plan is facilitated, by the instructor, through the use of small group discussion.
The specif= ic actions in which teams engage will differ depending upon the issue they have selected. Our expectation is = that the teams will demonstrate semester-long involvement with their issue. Each team keeps a log of their mee= tings and activities that is turned in with their final paper. The following project examples demonstrate the variety of potential actions with which the teams may become involved.
Groundwater Withdrawals: Students were involved with preventing a local water bottling plant from getting a permit= for groundwater withdrawals. They participated in a protest march, letter writing campaign, petition drive, a= nd public hearings.
Amendment
to the Bottle Bill in
Restriction on Jet-Ski Use in National Parks: Students researched water quality
and environmental impacts of jet-ski use. They conducted a survey on campus to get student opinions about restricting jet-skis in Nati= onal Parks and Seashores. They con= ducted a letter campaign and petition drive in support of the restrictions.
Duck Habitats: Students worked with local elementary students to build duck houses with Ducks Unlimited. = The elementary students constructed the houses, taught a lesson on the shelter = and food needs of ducks, and placed the houses in marshes and wetlands.
Deforestation: Raising awareness about deforestat=
ion in
Central and
Increasing Recycling Possibilities: = After conducting a survey of local apartment complexes to determine recycling awareness, students assisted the local Materials Recycling Facility (MRF) w= ith constructing a website. They = also volunteered two Saturdays at the MRF.
Technology Integration: A rural school without e-mail and a website benefited from this project where university students found donated web space through an internet service provider and taught the school’s teachers to constru= ct their own web pages.
Nutritional Awareness for Younger Children: Local school lunches were analyzed for nutritional value while preservice teachers taught children about getting proper exercise. A brochure was designed for parent= s, students, and building administrators.
At the end of the semester, students write individual papers that reflect on their experience with the Action Team Ser= vice Project. They are asked to id= entify what they learned from participation in the project, the impact that participation has had on them, and if they would be likely to take action on another environmental issue in the future.
In addition to the current events and reflection papers, teams also are responsible for producing a number of other products from th= eir project. Midway through the semester, each team reports their progress to the class in a five-minute presentation and hands in their Action Team Plan draft and a description of their accomplishments/progress to date.&nb= sp; At the end of the semester, final results of the project are reported through a class presentation and a comprehensive paper containing: an overview of background informat= ion for the issue, the Action Team Plan, a detailed report of accomplishments/ actions, any conclusions the team may draw from the experience, individual reflection papers, the team log, and an appendix with documentation that supports the teams’ accomplishments/actions. Our students also present their projects, in poster form to the university community, during the undergradu= ate Student Research and Creative Endeavors Exposition (SRCEE).
Research i= nto how people develop concern for the environment, at a level that motivates them = to become involved with an issue, has demonstrated the need for more than just knowledge. Although kno= wledge about an environmental issue increases awareness, and may lead to concern, = it rarely results in action taking. Environment education models propose that for people to become invol= ved with an environmental issue they must have developed awareness, knowledge, concern, and have the necessary skills along with knowledge of how to employ those skills for action to occur (Hungerford & Volk, 1990). We propose that environmental empowerment, or the perception that one has the ability to make a differenc= e in an issue, can be developed through projects that require sustained involvem= ent; increase awareness, knowledge, and concern; and develop action taking skill= s. The purpose of this research proje= ct was to determine the impact of a semester long service-learning action team pro= ject on the perception of college students toward environmental empowerment and their ability to become involved with environmental and science related issues. Two research question= s were explored during this study.
College students enrolled in a semester-long science education methods course and an introduction to outdoor recreation course (n=3D163) were involved in a service-learning action team project as= part of their course assignments. = The study was conducted for two years totaling four semesters and eight classes. Students were pre-te= sted at the start of the semester related to their individual perceptions of environmental empowerment, environmental knowledge, and action-taking skills. They then participate= d in teams to research a current environmental issue, make decisions about the issue, identify potential actions to take in support for or against the iss= ue, initiate the chosen actions, and then report their accomplishments in a pos= ter session and final paper. Foll= owing their final presentation the students completed a post-test and submitted a guided reflection paper. The = guided questions asked them to report on what they had learned, if they believed t= hat an individual could make a difference in environmental issues, and to predi= ct their involvement in environmental issues in the future.
Dat=
a were
analyzed using SPSS to compare changes between the pre-and posttests in
perceptions of environmental empowerment, knowledge levels, and ability to =
take
action/use skills. Content an=
alysis
across cases was used to analytically reduce the data from individual stude=
nt
reflections and to generate emerging themes and categories. Constant comparison technique was =
used
to determine fit between emergent categories and patterns to the environmen=
tal
education empowerment models.
Results were reported using quotes as illustration for the emergent
themes.
The pretes= t was taken by 163 students and the posttest by 102. Percentages and frequencies have b= een adjusted to reflect the difference in number of completed tests.
Fem=
ales
comprised 76% and males 24% of the students taking the pretest. The majority of students were juni=
ors or
seniors (91%) and 9% were freshmen or sophomores. Growing up, 62% of the students li=
ved in
a rural area or a small town or village.&n=
bsp;
Over 97% of the students indicated they had enjoyed playing outside =
when
growing up and 92% had enjoyed swimming in a lake or river. Camping was an enjoyable activity =
for
82% and 64% enjoyed watching wildlife.
On the pretest students were asked to indicat=
e any
environmental actions they had taken in the past or were doing currently.
Table 2. Level of environmental action taken prior to this study.
Table 3. Pretest vs. Posttest results on taking environmental action.
|
Questions |
SD |
D |
N |
A |
SA |
|||||
|
|
Pre |
Post |
Pre |
Post |
Pre |
Post |
Pre |
Post |
Pre |
Post |
|
Individuals
can make a difference on national environmental policy issues. |
>1% |
0 |
>1% |
1% |
9% |
7% |
62% |
48% |
26% |
42% |
|
I
am well informed about environmental issues affecting the |
3% |
>1% |
42% |
16% |
26% |
31% |
28% |
42% |
>1% |
7% |
|
My
friends and family come to me to find out more about problems with the
natural environment. |
21% |
7% |
49% |
38% |
20% |
27% |
9% |
21% |
>1% |
5% |
|
I
can make a difference when dealing with local environmental problems. |
0 |
0 |
3% |
>1% |
16% |
3% |
64% |
55% |
17% |
32% |
|
Ccitizens
of the |
0 |
0 |
5% |
2% |
13% |
4% |
45% |
47% |
37% |
46% |
|
Environmental
problems should be taken care of by the government rather than individual=
s. |
8% |
13% |
52% |
42% |
28% |
31% |
10% |
11% |
1% |
3% |
|
State
environmental policies can be affected by individuals who want to change =
the
way the environment is managed. |
0 |
0 |
1% |
>1% |
13% |
8% |
72% |
69% |
13% |
22% |
|
I
can have an effect on local environmental issues and policies. |
0 |
0 |
5% |
>1% |
12% |
5% |
66% |
69% |
18% |
25% |
|
People
living in the |