Skip to main content
SpringerLink
Log in

Professional Preparation for Science Teachers in Environmental Education

  • Chapter
  • First Online:
The Inclusion of Environmental Education in Science Teacher Education

Abstract

Environmental Education (EE) is intended to be interdisciplinary and supplemental throughout the K-12 curriculum. However, because EE is not confined to one subject area the professional preparation in EE for preservice teachers becomes complex. The National Science Education Standards (NRC, 1996) and the Guidelines for the Initial Preparation of Environmental Educators (NAAEE, 2000) guide how preservice teachers should be prepared to implement EE. Pedagogical content knowledge (PCK) is as important in EE methods as it is with any other subject area. The complexity of environmental issues introduced throughout the K-12 curriculum demands a strong science-content base. Consequently, teacher preparation in EE involves a dual pedagogical challenge that requires addressing social change and the ability of teachers to become reflective practitioners. A mentoring program at Central Michigan University for preservice teacher preparation in EE is presented within this chapter. Recommendations for professional preparation of preservice teachers in EE are included.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1–25.

    Article  Google Scholar 

  • Ausubel, D. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48, 251–257.

    Google Scholar 

  • Bell, C., Shepardson, D., Harbor, J., Klagges, H., Burgess, W., Meyer, J., et al. (2003). Enhancing teachers’ knowledge and use of inquiry through environmental science education. Journal of Science Teacher Education, 14(1), 49–71.

    Article  Google Scholar 

  • Boyes, E., Chamber, W., & Stanisstreet, M. (1995). Trainee primary teachers’ ideas about the ozone layer. Environmental Educational Research, 1(2), 133–145.

    Article  Google Scholar 

  • Dewey, J. (1966). Democracy and education. Toronto, Canada: Collier-Macmillan Canada.

    Google Scholar 

  • Disinger, J. F., & Howe, R. W. (1990). Trends and issues related to the preparation of ­teachers for environmental education. (ERIC Document Reproduction Service No. ED335233)

    Google Scholar 

  • Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas and the learning of science. In Children’s Ideas in Science. Philadelphia: Open University Press.

    Google Scholar 

  • Fien, J. (1993). Education for the environment: Critical curriculum theorizing and environmental education. Geelong, Australia: Deakin University Press.

    Google Scholar 

  • Fien, J., Heck, D., & Ferreira, J. (1997). Learning for a sustainable environment: A professional development guide for teacher educators. Bangkok, Thailand/Brisbane, Australia: UNESCO-Asia Pacific Centre of Innovation for Development//Griffith University.

    Google Scholar 

  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–17). Boston: Kluwer.

    Google Scholar 

  • Hart, P. (1990). Environmental education in Canada: Contemporary issues and future possibilities. Australian Journal of Environmental Education, 6, 45–65.

    Google Scholar 

  • Heimlich, J. E., Braus, J., Olivolo, B., McKeown-Ice, R., & Barringer-Smith, L. (2004). Environmental education and preservice teacher preparation: A national study. The Journal of Environmental Education, 35(2), 17–21.

    Article  Google Scholar 

  • Hungerford, H. R. (1996). The development of responsible environmental citizenship: A critical challenge. Journal of Interpretation Research, 9(1), 25–37.

    Google Scholar 

  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 8–21.

    Google Scholar 

  • Khalid, T. (2003). Pre-service high school teachers’ perceptions of three environmental phenomena. Environmental Educational Research, 9(1), 10–21.

    Google Scholar 

  • Kim, C., & Fortner, R. W. (2006). Issue-specific barriers to addressing environmental issues in the classroom: An exploratory study. The Journal of Environmental Education, 37(3), 15–22.

    Article  Google Scholar 

  • Loughran, J. J., Mulhall, P., & Berry, A. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Mastrilli, T. (2005). Environmental education in Pennsylvania’s elementary teacher education programs: A statewide report. The Journal of Environmental Education, 36(3), 22–30.

    Article  Google Scholar 

  • McKeown-Ice, R. (2000). Environmental education in the United States: A survey of preservice teacher education programs. The Journal of Environmental Education, 32(1), 4–11.

    Article  Google Scholar 

  • National Council for Accreditation of Teacher Education. (2006). What makes a teacher effective? Washington, DC: NCATE.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Science Teachers Association. (2003). Standards for science teacher preparation. Washington, DC: Author.

    Google Scholar 

  • NIER. (1993). Environmental education in teacher education in Asia and the Pacific. Tokyo: National Institute for Educational Research.

    Google Scholar 

  • NIER. (1996). Environmental education in teacher education in Asia and the Pacific. Tokyo: National Institute for Educational Research.

    Google Scholar 

  • North American Alliance for Environmental Education. (2000). The guidelines for the initial preparation of environmental educators. Washington, DC: Author.

    Google Scholar 

  • North Carolina Department of Public Instruction’s Division of Science Education. (1973). Environmental education: Preservice preparation of teachers. Raleigh, NC: State Department of Public Instruction.

    Google Scholar 

  • Plevyak, L. H., Bendixen-Noe, M., Henderson, J., Roth, R. E., & Wilke, R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28–36.

    Article  Google Scholar 

  • Powers, A. L. (2004). Teacher preparation for environmental education: Faculty perspectives on the infusion of environmental education preservice methods courses. The Journal of Environmental Education, 35(3), 3–11.

    Google Scholar 

  • Project Learning Tree. (2006). PreK-8 environmental education activity guide. Washington, DC: American Forest Foundation.

    Google Scholar 

  • Project WET. (1995). Curriculum and activity guide. Bozeman, MT: Montana State University.

    Google Scholar 

  • Project WILD. (2000). K-12 curriculum & activity guide. Houston, TX: Council for Environmental Education.

    Google Scholar 

  • Project WILD Aquatic. (2001). K-12 curriculum & activity guide. Houston, TX: Council for Environmental Education.

    Google Scholar 

  • Robottom, I. (1987a). Contestation and consensus in environmental education. Curriculum Perspectives, 7(1), 23–27.

    Google Scholar 

  • Robottom, I. (1987b). Towards enquiry-based professional development in environmental education. In I. Robottom (Ed.), Environment education: Practice and possibility. Geelong, Australia: Deakin University Press.

    Google Scholar 

  • Robottom, I. (1987c). The dual challenge for professional development in environmental education. In A. Greenall (Ed.), Environmental education past, present and future. Proceedings of the Third National Environmental Education Seminar and Workshop (pp. 72–83). Canberra, Australia: AGPS.

    Google Scholar 

  • Robottom, I. (1987d). Two paradigms of professional development in environmental education. The Environmentalist, 7(4), 291–298.

    Article  Google Scholar 

  • Samuel, H. R. (1993). Impediments to implementing environmental education. The Journal of Environmental Education, 25(1), 26–29.

    Article  Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4–14.

    Google Scholar 

  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

    Google Scholar 

  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23–31.

    Article  Google Scholar 

  • Stapp, W., Caduto, M., Mann, L., & Nowak, P. (1980). Analysis of pre-service environmental education of teachers in Europe and an instructional model for furthering this education. Journal of Environmental Education, 12(2), 3–10.

    Google Scholar 

  • Stone, J. M. (1989). Preparing teachers to become involved as environmental educators. Contemporary Education, 60(3), 159–162.

    Google Scholar 

  • Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 2–8.

    Article  Google Scholar 

  • UNESCO. (1978). The Tbilisi Declaration: Final report of Intergovernmental Conference on Environmental Education organized by UNESCO in cooperation with UNEP, Tibilisi, USSR, 14–26 October 1977. Connect, 3(1), 1–5.

    Google Scholar 

  • UNESCO. (1997). Education for a sustainable future: A transdisciplinary vision for concerted action. International Conference Thessaloniki, Greece.

    Google Scholar 

  • UNESCO-UNEP. (1976). The Belgrade Charter. Connect: UNESCO-UNEP Environmental Education Newsletter, 1(1), 1–2.

    Google Scholar 

  • UNESCO-UNEP. (1990). Environmentally educated teachers: The priority of priorities? Environmental Education Newsletter, pp. 1–3.

    Google Scholar 

  • UNESCO-UNEP. (1992). UNCED: The Earth summit. Connect, 17(2), 4–6.

    Google Scholar 

  • Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.

    Article  Google Scholar 

  • Van Petegem, P. V., Blieck, A., Imbrecht, I., & Van Hout, T. (2005). Implementing environmental education in pre-service teacher training. Environmental Education Research, 11(2), 161–171.

    Article  Google Scholar 

  • Westbrook, S. L., & Marek, E. A. (1992). A cross-age study of student understanding of the concept of homeostasis. Journal of Research in Science Teaching, 29, 51–61.

    Article  Google Scholar 

  • Westing, A. H. (1993). The global need for environmental education. Environment, 35(7), 4–5, 45.

    Google Scholar 

  • Wilke, R. J., Peyton, R. B., & Hungerford, H. R. (1987). Strategies for the training of teachers in environmental education. UNESCO-UNEP International Environmental Education Programme, Environmental Education Series 25. UNESCO, Paris: Division of Science, Technical, and Environmental Education.

    Google Scholar 

  • World Commission on Environment and Development. (1987). The Brundtland Report. In our common future: Report of the World Commission on Environment and Development. Retrieved on July 1, 2009, from http://www.worldinbalance.net/agreements/1987-brundtland.php

Download references

Author information

Authors and Affiliations

  1. Department of Teacher Education and Professional Development, Central Michigan University, EHS 134C, Mt. Pleasant, MI, 48859, USA

    James T. McDonald

  2. Department of Recreation, Parks, and Leisure Servises Administration, Central Michigan University, 103 Finch, Mt. Pleasant, MI, 48859, USA

    Lynn A. Dominguez

Authors
  1. James T. McDonald
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lynn A. Dominguez
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to James T. McDonald .

Editor information

Editors and Affiliations

  1. , College of Education, Lehigh University, Research Drive, A113 Lacocca Hall 111, Bethlehem, 18015, Pennsylvania, USA

    Alec M. Bodzin

  2. SUNY Cortland, Cortland, 13045, New York, USA

    Beth Shiner Klein

  3. Seidel School of Education and Professio, Department of Education Specialties, Salisbury University, Camden Ave. 1101, Salisbury, 21801, Maryland, USA

    Starlin Weaver

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

McDonald, J.T., Dominguez, L.A. (2010). Professional Preparation for Science Teachers in Environmental Education. In: Bodzin, A., Shiner Klein, B., Weaver, S. (eds) The Inclusion of Environmental Education in Science Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9222-9_2

Download citation

Publish with us

Policies and ethics

Search

Navigation