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Assessing Schools for Generation R (Responsibility)

A Guide for Legislation and School Policy in Science Education

  • Michael P. Mueller
  • Deborah J. Tippins
  • Arthur J. Stewart

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 41)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Deborah J. Tippins, Arthur J. Stewart, Michael P. Mueller
    Pages 1-7
  3. Generation R (Responsibility)

    1. Front Matter
      Pages 9-9
    2. Michael P. Mueller, Rachel A. Luther
      Pages 11-24
    3. Paul Theobald, John Siskar
      Pages 25-34
    4. Cori Jakubiak, Michael P. Mueller
      Pages 35-51
    5. Molly Ware, Rosalie Romano
      Pages 63-80
  4. Responsibility with Scientific Literacy, Environmental Literacy and Experiential Learning

  5. Responsibility with Digital Technologies

    1. Front Matter
      Pages 183-183
    2. Jing Lei, Ji Shen, Laurene Johnson
      Pages 185-200
    3. Elizabeth R. Smith, Anne C. Neale, C. Richard Ziegler, Laura E. Jackson
      Pages 201-214
    4. Gillian H. Roehrig, David Groos, S. Selcen Guzey
      Pages 227-242
    5. Lucas John Jensen, Gregory M. Francom, Deborah J. Tippins, Michael Orey
      Pages 243-256
  6. Developing Lifelong Relationships and Responsibility

  7. Responsibility with Decisions, Policymaking, and Legislation

  8. Back Matter
    Pages 419-449

About this book

Introduction

Today’s youth will face global environmental changes, as well as complex personal and social challenges.  To address these issues  this collection of essays provides vital insights on how science education can be designed to better engage students and help them solve important problems in the world around them.

Assessing Schools for Generation R (Responsibility) includes theories, research, and practices for envisioning how science and environmental education can promote personal, social, and civic responsibility. It brings together inspiring stories, creative practices, and theoretical work to make the case that science education can be reformed so that students learn to meaningfully apply the concepts they learn in science classes across America and grow into civically engaged citizens. The book calls for a curriculum that equips students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues of daily life.

The authors are all experienced educators and top experts in the fields of science and environmental education, ecology, experiential education, educational philosophy, policy and history. They examine what has to happen in the domains of teacher preparation and public education to effect a transition of the youth of America.

This exciting, informative, sophisticated and sometimes provocative book will stimulate much debate about the future direction of science education in America, and the rest of the world. It is ideal reading for all school superintendents, deans, faculty, and policymakers looking for a way to implement a curriculum that helps builds students into responsible and engaged citizens.

Keywords

Generation R Race to the Top initiatives achievement test scores citizen science civic engagement civic responsibility environmental education environmental justice environmental literacy environmental monitoring experiential learning informal science education school achievement school policy science education science literacy scientific literacy

Editors and affiliations

  • Michael P. Mueller
    • 1
  • Deborah J. Tippins
    • 2
  • Arthur J. Stewart
    • 3
  1. 1.College of EducationUniversity of Alaska AnchorageAnchorageUSA
  2. 2.Dept. Mathematics & Science EducationUniversity of GeorgiaAthensUSA
  3. 3.Oak Ridge Associated UniversitiesOak RidgeUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-2748-9
  • Copyright Information Springer Science+Business Media Dordrecht 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-2747-2
  • Online ISBN 978-94-007-2748-9
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • Buy this book on publisher's site