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    A shifting paradigm: teachers' beliefs and methods for fostering ecological literacy in two public charter schools

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    Author
    Sterling, Evan P.
    Chair
    Vinlove, Amy
    Committee
    Green, Carie
    Carlson, John
    Metadata
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    URI
    http://hdl.handle.net/11122/5760
    Abstract
    Ecological literacy is measured by a person's ability to understand the natural systems that make life on earth possible and how to live in accordance with those systems. The emergence of the pedagogies of place- and community-based education during the past two decades provides a possible avenue for fostering ecological literacy in schools. This thesis explores the following research questions: 1) How is ecological literacy fostered in two Alaskan public charter schools? 2) What are teachers' beliefs in these two schools about the way children and youth develop ecological literacy? 3) What are effective teaching methods and what are the challenges in engaging students in ecological literacy? Semi-structured interviews were conducted with six K-12 teachers in two public charter schools in Alaska in order to investigate these questions, and relevant examples of student work were collected for study as well. Qualitative data analysis revealed several emergent themes: the need for real-world connections to curriculum; the necessity of time spent outdoors at a young age; the long-term and holistic nature of ecological literacy development; and the importance of family and community role models in developing connections with the natural world. Based upon the research findings, several recommendations are made to support the efforts of teachers in these schools and elsewhere for fostering ecological literacy in children and youth.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2015
    Date
    2015-05
    Type
    Thesis
    Collections
    Education

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