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This article was downloaded by: [University of Birmingham]On: 12 November 2014, At: 08:45Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Environmental Education ResearchPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/ceer20
An Approach to IntroducingEnvironmental Education into theScience Methods Course in TeacherEducationMaría Pilar Jiménez Aleixandre a & Isabel Garcia‐Rodeja
Gayoso aa Universidade de Santiago de Compostela , SpainPublished online: 28 Jul 2006.
To cite this article: María Pilar Jiménez Aleixandre & Isabel Garcia‐Rodeja Gayoso (1996) AnApproach to Introducing Environmental Education into the Science Methods Course in TeacherEducation, Environmental Education Research, 2:1, 27-38, DOI: 10.1080/1350462960020103
To link to this article: http://dx.doi.org/10.1080/1350462960020103
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Environmental Education Research, Vol. 2, No. 1, 1996 27
An Approach to Introducing EnvironmentalEducation into the Science Methods Coursein Teacher Education
MARíA PILAR JIMéNEZ ALEIXANDRE & ISABEL GARCIA-RODEJAGAYOSO Universidade de Santiago de Compostela, Spain
SUMMARY This approach attempts to use environmental education as a thread in thescience methods course in teacher education for lower secondary level (12-14) in theUniversity of Santiago de Compostela (Spain). The framework of the approach, whichstresses the for' component of environmental education is discussed and some of thestrategies and activities used are presented, for instance production of concept maps onenvironmental issues and a role-play about traffic restrictions in the historic city ofSantiago. Some of the difficulties that student teachers encounter in translating thisapproach to the practical level are also discussed.
Introduction: the environmental education dimension in science methods
This paper focuses on an attempt to weave environmental education into theinitial training of teachers following the Teacher Certificate for Science andMathematics Specialists; it analyses how environmental education is used as athread in the science methods course in the 3rd year of the Teacher Certificatein the School of Education of the University of Santiago de Compostela. TheCertificate qualifies students to teach science in the lower secondary school(12-14 years of age). Environmental education is included as one of the optionalcourses in the new curriculum for primary school teachers (K-ll) introduced inOctober 1993, but presently only the first and second years of this programmehave been implemented. The new curriculum for secondary school teachers hasnot been regulated yet by the Ministry of Education. This work is part of theEnvironmental Education into Initial Teacher Education in Europe project,funded by the Directorate General XI of the European Union.
In Spain environmental education is a cross-curricular dimension in the new
1350-4622/96/010027-13 © 1996 Journals Oxford Ltd
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28 M. P. Jimenez Aleixandre & I. Garcia-Rodeja Gayoso
school curricula and teachers are expected to introduce it into their teaching ofall subjects in primary and secondary schools.
The objectives of the experience are discussed in this section. In the followingsections, the implementation and strategies used are outlined and the difficultiesencountered when transferring this approach to pupils in schools are discussed.
Participants in the Experience
All 45 students following the science methods participated in the programmeduring the term 1993-1994, from which the data presented here are drawn. Thecourse continues.
Objectives
That environmental education (EE) should be part of the teacher educationcurriculum is a statement with which few will quarrel. When student teachersare being trained to teach science the EE component becomes even morerelevant, since science is an important area for promoting the attitudes andcompetences that EE seeks.
The EEITE project has as its broad purpose that student teachers should makea contribution to EE through their own work as learners. This has two aspects.
• Development of attitudes: that they understand the importance and interest ofEE and have a personal commitment to it.
• Development of competences: that they develop and increase a repertoir ofmanagement of change and curriculum innovation strategies to be used in theschools.
In order to achieve this purpose the pre-service courses have to contain twoelements (not necessarily separated in practice).
• A framework or more theoretical component: consideration of the aims andpractice of environmental education; a critical analysis of curriculum practice;an exploration of strategies and approaches which can be employed in EE.
• A practical component: working in schools, during teaching practice, on smallscale activities; evaluating this practice.
The experience implemented in Santiago intends to include these purposesand components. Its particular features could be summarised as follows.
• The aspects of EE that the project seek to develop are as follows.
1. The understanding of EE as programmes and activities which have a 'forthe environment' component (Lucas, 1980) and not only 'in' or 'about' theenvironment.
2. An approach to EE as work related to problems and conflicts, trying todevelop strategies for problem solving and to highlight the complex natureof environmental conflicts, in other words what Lewis & Kelly (1987) callthe complementarity among benefits and risks of scientific and humanactivities. This complex nature renders simple, one-sided solutions to EEproblems inappropriate.
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Science Methods Course in Teacher Education 29
• The approach focuses on a few concrete issues, which constitute examples ofwork on EE and from them extends this through reflection to broader, moreabstract issues.
• The focus is from local problems to others that have a European andinternational dimension.
• The teaching and learning approach adopted, in all the science methodscourse, has the following features.
1. It is situated in a constructivist perspective which takes into account thestudents' ideas and interests and proceeds by negotiation.
2. The teacher acts as a role model, 'doing' with students similar activities tothe ones they should do with pupils, rather than 'telling' them what to do.
3. It uses a variety of strategies: in the case of EE concept maps, brain-storming, preparing a dossier and participating in extra-curricularactivities.
These objectives were determined by the teacher, as a development of thebroad purposes of the general EEITE project, but, as with other objectives andcontents of the science methods ('Did&ctica das Ciencias Naturais') course, wereexplicitly discussed and negotiated with the students, as will be illustrated in thenext section.
The needs these objectives were intended to meet are, on the one hand, newaims set in the Spanish National Curriculum, which states that EE has to beincluded as a 'theme' (we prefer to term it a 'dimension') in all subjects incompulsory schooling (6-16 years of age). Similar objectives about EE are statedby the European Union. On the other hand, research being carried out in theUniversity of Santiago, and elsewhere in Spain, seems to indicate that many ofthe activities under the label 'environmental education' are anecdotal and lackboth a clear framework and a relation to curricular objectives (Jimenez et ah,1995). This would point to a need to articulate a coherent approach to EE inteacher education.
The development of such an approach to EE in teacher education would taketime that is not available in the current programmes. As Nicholas et ah (1993)indicate, here also an effort is made to draw a balance between what would beideal in EE terms and what is possible both in the School of Education and insecondary schools where the students work during their teaching practice.
The science methods course takes up 40 h, occurring during the first and thirdquarters; the teaching practice in schools takes place during the second. Coursecontent is chosen by the Science Education Department and includes otherthemes, beside EE, which was used as a thread through all of them.
An active methodology, which was intended to be coherent with the construc-tivist perspective, was employed during all the course (not only during the EEcomponent). Also, a variety of strategies were employed, so as to model themfor student teachers. Course evaluation focuses on the competences intendedand the evaluation instruments were of a diverse nature: assignments forclasswork carried out individually or in groups, analysis of the reports of theirwork during the teaching practice; examinations based on problem solving,during which students could use all their books and notes to solve instancessimilar to others discussed in the classroom.
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30 M. P. Jimenez Aleixandre & I. Garcia-Rodeja Gayoso
Only the experience developed with the lower secondary teachers in theSchool of Education will be discussed in this paper, but similar work was carriedout with biology graduates preparing for the Teacher Certificate.
Implementation of the Experience: some instances of modelling
Education 'For' the Environment
The theoretical component or framework was introduced by having studentswrite their own definition of EE, shuffling all the sheets and distributing themagain (Appendix 1 shows the sequence of the activity; the instructions weregiven verbally). Then the Lucas (1980) distinction of 'in', 'about' and 'for' theenvironment was presented by the teacher and students were asked to place thedefinition they had received in one of these three categories. In the debriefingthis is seen as a way of using their own ideas as a starting point for the work,without having them suffer the stress of seeing their definition openly criticised;the redistribution of definitions being used as a way to keep them anonymous.
Also, several definitions of the aims of EE by different authors, such asGiordan & Souchon (1991) and Greenall (1993), were compared. Then sometrends in EE in the last few years were discussed, e.g. the extended objectivesfrom little more than attitudes, including development of competences, and theissue of sustainability and its implications (Palmer, 1993).
Concept Maps: preparation and scoring
The students were asked to select three environmental issues upon which towork during the course; this was done by brainstorming, and group discussion,with input from the teacher. The issues selected for the term 1993-1994 were:
• energy;• recycling and waste management;• extinction of species.
All the issues selected had to have a local dimension.
Energy. Galicia is one of the less developed parts of Spain, but it produces a largeamount of electricity (more than is consumed, so the rest is transmitted to otherparts of Spain). The electricity is generated partly by dams and partly by powerplants which burn coal. In the province of A Corufia, where Santiago is situated,there is a big power plant burning lignite with a high sulphur content, whichcauses pollution by SO*. For many years nearly 24% of the SOX in Spain has beenproduced in this province. Now the company is importing other types of coalcontaining less sulphur. Some of the issues raised included: acid rain; trans-boundary pollution; the need for energy; ways of saving energy.
Recycling and waste management. Waste management is a controversial issue inGalicia where the population is scattered; only 4 years ago most little towns andvillages did not have waste collection and there were many illegal dumpingsites. Now the autonomous Galician government is planning an incinerationplant which is strongly criticised by environmental groups. The students wereasked to investigate in their families how waste was disposed of in the country
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Science Methods Course in Teacher Education 31
by their parents and grandparents. They found that two generations before themthere was no 'waste'; most of it being 'recycled'; food residues and peels fromfruits were given to chicken and pigs, old clothes were used for cleaning andmost products were bought with little or no packaging. Paper and glassrecycling were also discussed. Then the issue was extended to include aninternational dimension by asking students what might be happening now withthe nuclear waste that was dumped in the Atlantic trench 10 years ago. None ofthem knew that the waste was dumped near an African island, which led to adiscussion about using less developed countries as our disposal grounds.
Extinction of species. For the students this was related to the problem of thedecrease in the Galician oak and chestnut woods and their substitution byeucalyptus. Subsequently the issue was extended to include conservation ofdifferent natural entities.
In a previous section of the course, the student teachers had practised with thecreation and use of concept maps. In this section they worked in groups toproduce concept maps about one of the three selected issues. Then the conceptmaps were scored and the scoring discussed with them. We agree with Novak& Gowin (1984), from whom we drew the scoring criteria, that there is a degreeof subjectivity in any scoring of concept maps and that there could exist manyalternative ways of doing it. Our aim in scoring them was to show students apossible set of criteria to be used in the classroom.
Novak and Gowin propose to score: propositions (1 point for each validproposition); hierarchy (5 points for each valid level); cross-links (from 10 to 2points); examples (1 point each). As in our case the students were not given theconcepts for each issue, but had to write them instead, we introduced anothercriteria, 'relevant concepts', and reduced the points given to hierarchy andcross-links, these being the most difficult aspects for students. The modifiedversion of the scoring criteria was:
C relevant concepts 1 point eachP valid propositions 1 point eachH hierarchy 3 points each levelCL cross-links 3 points (synthetic)/I point (not synthetic)E examples 0.5 point each
As an example, the concept map shown in Appendix 2a was scored
C relevant concepts 16 points (from 19 labels)P valid propositions 18 pointsH hierarchy 12 points (four levels)CL cross-links noneE examples 3 points
In 1993-1994 10 concept maps were produced and two of these, about energyconsumption (El) and extinction (Exl), appear in Appendices 2a and 2b. Thescoring for each of the 10 maps appears in Table 1. The scoring was discussedwith the students, as a way for them to learn how to use this technique withpupils. This activity is an example of the integration of different sections of thecourse: in this case concept maps with EE; in later cases of environmental issueswith curriculum development. One of the questions discussed related to the
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32 M. P. Jimenez Aleixandre & I. Garcia-Rodeja Gayoso
TABLE 1. Scoring of concept maps
Energy Waste and recycling ExtinctionEl E2 E3 Wl W2 W3 Exl Ex2 Ex3 Ex4
Score 49 47 36 46 33 19 26 35
E1-E3, concept maps about energy, VV1-W3 about waste, Exl-Ex4 about extinction, n = 45. Fivestudents created each map, except E3 and Ex3 (4) and W2 (2).
relevance of the concepts, for instance in map Exl there are a number ofconcepts not relevant to the issue and in maps Ex2 and Ex4 none of the conceptswere relevant to the issue, resulting in the impossibility of applying the scoringcriteria. Extinction proved to be the most difficult issue, because, when usingthis word, the students were mostly thinking about the decrease of local species,such as oak, and replanting with foreign species; in one map all the conceptsreferred to these problems, while the others contained just general concepts andpropositions about pollution, with an arrow linking them with the word'extinction'. Another question related to concept maps concerns the use of longpropositions instead of single concepts and what are called 'vertical statements',like the one on the right of map Exl (Appendix 2b), instead of concepts linkedhierarchically within propositions.
One of the objectives of this activity was also to reflect on the complexityof environmental problems and the interrelationships between the differentcomponents and factors affecting an issue.
Other activities included collecting press cuttings about these subjects,analysing science textbooks to explore whether they approached environmentaleducation issues and performing role-plays, like the 'traffic restrictions in thehistoric city of Santiago de Compostela', related to a real issue which iscontroversial in our city. Part of the rules of the role-play and one press cuttingused in it appear in Appendix 3 (a and b). During the role-play the students alsoused documentation provided with the rules about traffic issues in other cities,car production and sales in Galicia and air pollution related to traffic.
Work with Pupils During the Teaching Practice
During their teaching practice in the schools the student teachers have to teacha topic. For a number there would be a mathematics focus. Others who had ascience assignment, tried to introduce the EE dimension into their topics.
This work with pupils needed to be negotiated with the teachers and it wasclear that successful introduction of EE into the schools was related to theinterest of the teachers supervising each student in the topic. Many of theschools had a fixed programme and teachers were not easily convinced aboutchanging their plans to include EE units or activities. Only four student teachers,two of them in the same school, were in the end able to teach EE units or torealize EE activities. These included a 3 day field trip, and a workshop on paperrecycling with the whole school as a case study; work about waste managementand recycling in the town was the second case study and work about keeping'their' environment (the classroom) tidy was the third. These experiences werereported in Boquete et al. (1994). It seems that EE activities as extra-curricular
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Science Methods Course in Teacher Education 33
Think before answering,tell the truth. Do you:
throw chewing gum tothe floor?
throw papers to thefloor?
participate in thecleaning of the school?
pick up papers from thefloor?
draw on your table?
try to leave the schoolcleaner than you found it?
say something to acolleague you seethrowing papers?
put glass in the wastebins?
try to buy recyclablethings?
throw rubbish anywherewhen you go out for a trip?
make a fire in the woodswhen you camp?
walk to the school whenyou can?
think that you can improveyour behaviour on theseissues?
Never Almostnever
1 don'tknow
Sometimes Always
FIG. 1. Questionnaire produced by the student teacher Diego Boquete for the eighth grade.
work, e.g. paper recycling, were easily accepted in the schools, whereas includ-ing the EE dimension in the regular classes encountered greater problems. It isnot difficult to understand, however, that teachers have existing plans for theclasses and that they have to try to fit the student teachers into these plans:change arising from suggestions by students is often difficult. As an example ofan attempt to introduce the issue of waste, with pupils reflecting on their ownbehaviour and making plans to change it, a questionnaire developed by one ofthe students, D. Boquete, is reproduced in Fig. 1. The first five questions weredrawn from a unit on waste (Fernandez Rojero, 1993) and the other eightdeveloped by the student teacher. This questionnaire was used, as part of a unitabout pollution and waste, with a group of 42 eighth graders (12-13 years old).The results were then presented to them and ways of improving their behaviourdiscussed. This activity is seen as a way of making students reflect on their ownresponsibility and not only to propose measures that should be taken by
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34 M. P. Jimenez Aleixandre & I. Garcia-Rodeja Gayoso
politicians or factories, but at the same time also to highlight the fact thatthe school is their 'environment', because they tend to refer to environmentparticularly as natural places, such as mountains or woods.
Discussion of the Outcomes and Implications for Future Work
The evaluation was done by observing the work produced in the class and thereports from the teaching practice, which were also discussed in class.
Some of the difficulties encountered by the student teachers when trying toadd an EE dimension to the science classes related to a lack of flexibility in theprogrammes, strong directions by their school tutors to keep to the textbooksand a lack of interest by the schools in environmental education. The experienceof this group indicates that teachers and schools were ready to accept the routeoffered by extra-curricular activities and experiences, whereas adding an EEdimension to regular classes encountered more difficulties. That, in our opinion,shows a lack of understanding of the directions of the National Curriculum andof the role that EE can, as Greenall (1992) says, play in science classes, makingit more meaningful and more socially focused.
Suggestions for future work include the need for in-service teacher educationon this subject. The project could also be extended in further years to otherSchools of Education and teachers from other subjects could participate in it. Theadministration of the School of Education in Santiago is ready to accept theproject. In summary, the project can be improved, but both teacher and studentswere satisfied about having EE included in the science education course in thisway. Some of the main points for development would be as follows.
• Trying to make it more action-oriented from the beginning, because later inthe term it is difficult to find time for completing activities. For instance, twoissues were raised in the classroom (one about not using the elevator to godown and the other about reducing the electricity bill in the school), but theywere not discussed and publicised across the whole school.
• From a theoretical perspective increasing the 'for' component.• Trying to improve the specific evaluation of the EE input in the programme.
Notes on Contributors
MARíA PILAR JIMéNEZ-ALEIXANDRE is head of the Science EducationDepartment in the University of Santiago de Compostela, where she teachesscience methods and environmental education. Before working in TeacherEducation she has taught biology in High School. She has participated in severalbooks about environmental education and curricular development and haspublished numerous articles on these fields and on the learning of naturalselection. Correspondence: Departamento de Didáctica das Ciencias Experimen-tais, Avda Xoán XXIII s.n., 15704 Santiago de Compostela, Spain.ISABEL GARCfA-RODEJA GAYOSO teaches elementary methods in the ScienceEducation Department in the University of Santiago de Compostela and she hastaught also environment knowledge for primary teachers in the University ofVigo. Before being involved in teacher education she carried out research in soil
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Science Methods Course in Teacher Education 35
studies. She has published a number of papers in this field, as well as onenvironmental education and teacher education.
REFERENCES
BOQUETE, D., FERNÁNDEZ, M.C., MAGÁN, F., RTVAS, A. & JIMENEZ, M.P. (1994) Environmentaleducation experiences in the practicum with grades 6 to 8, paper presented at the EEITESummer University, Santiago de Compostela, Spain.
FERNANDEZ ROJERO, F. (1993) CAMBIO. Materiales curriculares para la education ambiental enciencias de la naturaleza (Santander, Spain).
GIORDAN, A. & SOUCHON, C. (1991) Une Éducation pour l'Environnement (Nice, Z' Editions).GREENALL, A. (1992) Environmental education as a challenge to science education in schools,
paper presented at the AERA Meeting, San Francisco, CA.GREENALL, A. (1993) Founders in Environmental Education (Geelong, Deakin University).JIMENEZ, M.P., LOPEZ, R. & PEREIRO, C. (1995) Integrando la educaci6n ambiental en el curriculum
de ciencias, Alambique, Didáctica de las Ciencias Experimentales, 6, in press.LEWIS, J.L. & KELLY, P. (1987) Science and Technology Education and Future Human Needs
(Pergamon Press, Oxford).LUCAS, A.M. (1980) Science and environmental education: pious hopes, self praise and
disciplinary chauvinism, Studies in Science Education, 7, pp. 1-26.NICHOLAS J., OULTON, C. & SCOTT, W. (1993) Teacher education for the environment: a compara-
tive view from Australia and the UK, International journal of Science Education, 15, pp. 567-574.NOVAK, J. D. & GOWIN, D. B. (1984) Learning How to Learn (Cambridge, Cambridge University
Press).PALMER, J. (1993) From Santa Claus to sustainability: emerging understanding of concepts and
issues in environmental education, International Journal of Science Education, 15, pp. 487-495.
Appendix 1. Introductory activity
1. What does Environmental Education mean to you?Write your own definition on a sheet
2. Gather all the sheets at the back of the classroom.The person in the last row, please shuffle the sheets.
3. Distribute the sheets back, so each person would have someone else'sdefinition.
4. The Lucas (1980) distinction of 'in', 'about' and 'for' the environment ispresented by the teacher.
5. Read carefully the definition that you have received:how many of them include an 'in' component? (raise hands);how many of them include an 'about' component? (raise hands);how many of them include a 'for' component? (raise hands).
Now: how many of them include two components? (raise hands);how many of them include all three components? (raise hands).
6. Discussion and debriefing.
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Appendix 2. Concept maps
Energyconsumption
Ican be
OJON
Moderate
entails
Excessive
causes
entails
Pollution Resourcesexhaustion
Moneysaving
Environmentaleducation
is reachedthrough
Advertising
cause
Socialconsciousness
Lesspollution
Passage oftime
impliesT
which entailsI
Economicalresults
Depletion ofozone layer
Acid rain
\ ^ _
DesertificationUncertain
futureSearching foralternatives
Iproduces
Diseases Environmentaldegradation
a
Q?
£>s
1I
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Desertification
due to
Treecutting
led to
Disparitionof plants
Land doesnot absorb
provokes
Disparitionof animals
produces
because
led to
Floods
Lack ofrain
Lack offood
Lack ofrefuge
Woodfires
maybe
ProvokedOther
causes
Bynegligence
produces
produces
Increaseof CO2
Acidrain
provokes
Infertilityof soil
entails
Vegetationdecrease
led to
1led to
Droughtcauses
Extinction ofplants and
animals
ennTO"
53
o
esaTO
s8s-s
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38 M. P. Jimenez Aleixandre & I. Garcia-Rodeja Gayoso
Appendix 3. Role-play: traffic restrictions in the historic city of Santiago deCompostela
(Excerpts from the rules)
Characters20—40, in three groups.• 2-4 Chairs and journalists.• 9-18 representatives from groups for the traffic restriction, including:
the traffic deputy from the City council;chair of the traffic department;environmentalist group representative;neighbours from the old city association;taxi drivers association;architects association;medical doctor specialising in lung diseases.
• 9-18 (same number as above) persons and representatives from groups againstthe traffic restriction, including:shopkeepers' associations;neighbours from outskirts association;hotel owners;truck drivers and transport associations;trade union leader from a car factory;executive from a car factory;executive from the company holding city parking rights.
Rules• The proposal from the council and the alternative proposal will be discussed
and negotiated. They will need half of the votes + 2 to be passed, so it wouldbe necessary to convince people from the opposite side.
• To convince the other group, each side can modify its proposal with 50% +1of the votes in their own group.
• Speeches from the two sides will alternate, taking no more than 3 minuteseach. The chairs can award, or subtract, points following this:
(i) arguments that cannot be answered by the oppositeside up to + 10 points
(ii) yielding something to reach consensus up to +5 points(iii) insults, offences up to —10 points(iv) demagogic speeches up to - 5 points
• Whenever a group reaches + 50 points they would need only 50% +1 vote to'win'.
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