To What Extent Should Human/Environment

InteractionsBe Included in Science

Education?

By Kim Kastens and Margie Turrin

Presentation to ESIP Federation

19 July 2006

Information Specialists

(ESIP)

Instrument Builders

Information Specialists

(ESIP)

Instrument Builders

Information Specialists

(ESIP)Scientists

Instrument Builders

Information Specialists

(ESIP)Scientists

Curriculum Developers

Instrument Builders

Information Specialists

(ESIP)Scientists

Curriculum Developers Teachers

Instrument Builders

Information Specialists

(ESIP)Scientists

Curriculum Developers Teachers

Who?

Instrument Builders

Information Specialists

(ESIP)Scientists

Curriculum Developers Teachers

Who?• Families?• Friends?• Environmental Journalists?• Environmental advocacy groups?• Clergy?• Boy & Girl Scouts?• Summer camps?• Parks & nature centers?

Instrument Builders

Information Specialists

(ESIP)Scientists

Curriculum Developers Teachers

Who?

Does science education take responsibility for closing the loop? Should science education take responsibility for closing the loop?

The case for why science educators should

NOT take responsibility for “closing the loop” • We are science teachers. Our limited time with these students is completely full, helping them build an understanding of Earth processes and phenomena.

• Telling students that they or their families should change their behavior is environmental activism, not science. Once we start down the activist pathway, we undermine our credibility as a source of accurate, objective information.

• Students’ families have widely varying opinions about environmental issues as they impact lifestyle choices, local economic development, and politics. It’s better to steer clear of topics that could cause conflict with parents or community leaders.

The case for why science educators

SHOULD take responsibility for “closing the loop”

• Environmental issues can motivate students who wouldn’t otherwise be interested in science.

• As Earth Science educators, we probably have a better understanding of Earth processes than 99% of the people that our students will come in contact with. If we don’t seize this opportunity to motivate them to live more sustainably on the Earth, then when and where will they learn?

Method:

• Examine the outcomes of 49 separate and deliberate processes:

The State Science Education Standards

Coding scheme

• Earth & Environment Humans

• Humans Earth & Environment

• Individuals Earth & Environment

Earth & Environment => Humanity (E => H)

• Standard states or implies that Earth & environment influence or affect humanity OR standard states or implies that humanity is dependent on natural systems.

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “economy,” “people,” “community,” or “family” and also mentions an object, phenomenon or process of the Earth or environment.

• Standard states or implies that Earth & environment influence or affect humanity OR standard states or implies that humanity is dependent on natural systems.

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “economy,” “people,” “community,” or “family” and also mentions an object, phenomenon or process of the Earth or environment.

• Key words connoting humans being impacted by Earth processes i.e.

“damage” or “hazard.”

Earth & Environment => Humanity (E => H)

• Standard states or implies that Earth & environment influence or affect humanity OR standard states or implies that humanity is dependent on natural systems.

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “economy,” “people,” “community,” or “family” and also mentions an object, phenomenon or process of the Earth or environment.

• Key words connoting humans being impacted by Earth processes i.e. “damage” or “hazard.”

• Key phrases connoting humans depending on the Earth i.e. “natural resource,” “renewable resource,” “non renewable resource,” “fossil fuel.”

Earth & Environment => Humanity (E => H)

• Standard states or implies that Earth & environment influence or affect humanity OR standard states or implies that humanity is dependent on natural systems.

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “economy,” “people,” “community,” or “family” and also mentions an object, phenomenon or process of the Earth or environment.

• Key words connoting humans being impacted by Earth processes i.e. “damage” or “hazard.”

• Key phrases connoting humans depending on the Earth i.e. “natural resource,” “renewable resource,” “non renewable resource,” “fossil fuel.”

• Mentions a specific natural resource (e.g. water) that humans use or depend on, in a context where use by humans is clearly implied.

Earth & Environment => Humanity (E => H)

• Standard states or implies that Earth & environment influence or affect humanity OR standard states or implies that humanity is dependent on natural systems.

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “economy,” “people,” “community,” or “family” and also mentions an object, phenomenon or process of the Earth or environment.

• Key words connoting humans being impacted by Earth processes i.e. “damage” or “hazard.”

• Key phrases connoting humans depending on the Earth i.e. “natural resource,” “renewable resource,” “non renewable resource,” “fossil fuel.”

• Mentions a specific natural resource (e.g. water) that humans use or depend on, in a context where use by humans is clearly implied.

• Mentions a specific human or societal use of a resource, e.g. “drinking,” “washing,” “irrigating.”

Earth & Environment => Humanity (E => H)

Example: Earth & Environment Humanity

Nebraska: Earth & Space Science4.4.3. by the end of fourth grade,

students will develop an understanding of the characteristics of earth materials.

• List earth materials that are used by humans (e.g., water, fossil fuels, ores, soils).

• Select the best earth materials for a specific human use (e.g., marble-buildings, clay-pottery, coal-heat).

Humanity Impacts Earth & Environment H => E

• Standard states or implies that human society

influences/affects/changes the Earth or environment. Category refers to actions of decisions of humanity acting collectively (organizations, institutions, governments, communities, corporations, society as a whole). • Refers to “humans,” “human beings,” “humanity,” “society” or

“societal,” “people,” or “community,” and also mentions an object, phenomenon or process of the Earth or environment.

• Standard states or implies that human society

influences/affects/changes the Earth or environment. Category refers to actions of decisions of humanity acting collectively (organizations, institutions, governments, communities, corporations, society as a whole). • Refers to “humans,” “human beings,” “humanity,” “society” or

“societal,” “people,” or “community,” and also mentions an object, phenomenon or process of the Earth or environment.

• Implies humanity affecting the Earth and environment in a positive way include “preserve/protect/conserve [e.g. biological diversity, natural resources],” “reduction of energy consumption,” “solve environmental problems,” “management [of waste, of natural resources].”

Humanity Impacts Earth & Environment H => E

• Standard states or implies that human society influences/affects/changes the

Earth or environment. Category refers to actions of decisions of humanity acting collectively (organizations, institutions, governments, communities, corporations, society as a whole).

• Refers to “humans,” “human beings,” “humanity,” “society” or “societal,” “people,” or “community,” and also mentions an object, phenomenon or process of the Earth or environment.

• Implies humanity affecting the Earth and environment in a positive way include “preserve/protect/conserve [e.g. biological diversity, natural resources],” “reduction of energy consumption,” “solve environmental problems,” “management [of waste, of natural resources].”

• Implies humanity affecting the Earth and environment in a negative or possibly negative way include “pollute” or “pollution,” “environmental impact [e.g. of a technology],” “environmental degradation,” “consequences of exploration and/or development of natural resources,” “depletion of ozone in the atmosphere,” “global warming,” “deforestation.”

Humanity Impacts Earth & Environment H => E

Example: Humanity impacts Earth & Environment

• Delaware: Standard 8 – Ecology– Grades K-3: Changes in

Environments

• Pollution and human activities can change the environment and adversely the health and survival of humans and other species. Careful planning and safe practices are required in waste disposal, recycling and waste management, pest control, and use of resources to ensure the well being of humans and the environment.

Individuals impact the Earth & Environment I => E

• Standard states or implies that the actions of individuals influence/affect/change the Earth or environment.

• This category differs from the previous in that it refers to actions or decisions made by individual adults or children in their private capacity in their daily lives (e.g. as they purchase, consume, conserve or waste, dispose of).

• Standard states or implies that the actions of individuals influence/affect/change the Earth or environment.

• This category differs from the previous in that it refers to actions or decisions made by individual adults or children in their private capacity in their daily lives (e.g. as they purchase, consume, conserve or waste, dispose of).

• The individual actions/decisions can be good (e.g. conserving water, conserving energy) or bad for environment (e.g. littering).

Individuals impact the Earth & Environment I => E

• Standard states or implies that the actions of individuals influence/affect/change the Earth or environment.

• This category differs from the previous in that it refers to actions or decisions made by individual adults or children in their private capacity in their daily lives (e.g. as they purchase, consume, conserve or waste, dispose of).

• The individual actions/decisions can be good (e.g. conserving water, conserving energy) or bad for environment (e.g. littering).

• The focus of this category is on actions or decisions that could be achieved by all or most students, either now or when they become adults.

Individuals impact the Earth & Environment I => E

Example: Individuals impact Earth &

Environment• Arkansas: Strand 2: Life Science Systems

Content Standard 3: Students will demonstrate an understanding of the connections and applications in life

sciences. – Grade 2: Students can write about

ways to save the rain forests of the world. Students can develop plans for their homes that can save resources.

– Grade 3: Students can measure the amount of solid waste produced at their homes over a week's time.

Grade 6-8Production/Consumption/Application of Energy1. Technological advances throughout history (e.g., electric light, steam engine, internalcombustion engine, radio, TV) have lead to new applications, which use different formsof energy. Such advances have led to increased demand for energy, and in some cases,unanticipated effects on society.

2. Energy is obtained from a variety of sources, some of which are finite and some ofwhich are renewable. The major source of energy for society is chemical energy stored infossil fuels created many years ago through the process of photosynthesis. Anothersource is nuclear energy. Renewable sources (e.g., wind, geothermal, waves, biomass)vary in their availability and ease of use.

• List a variety of energy sources, which provide alternatives to the use of fossil fuels,compare their relative ease of renewability, and explain their advantages anddisadvantages. Discuss the various sources of energy used around the world and explainthe basis for the differences.(1 MS E>H)

3. Most energy used by industrial societies is derived from fossil fuel sources. Suchsources are inherently limited on the earth and are unevenly distributed geographically.Responsible use of energy requires consideration of energy availability, efficiency,environmental issues, and alternative sources.

• Use available information (e.g., from power companies) to conduct a personal audit ofenergy consumed by a family. Determine the amounts, types, and cost of energy (e.g.,electricity, oil, gas, gasoline) used and the total energy used over a given period.Considering the efficiency of different applications, propose approaches to reduce energyused by a significant amount.(1 MS I>E) (1 MS H>E)

Large variation from state to state in how much emphasis on human/environment interactions

EH vs HE

More emphasis on Humanity impacting the Earth & Environment than on the Earth & Environment impacting Humanity

Humanity Affects Environment (H=>E)

Env

ironm

ent A

ffect

s H

uman

ity (

E=

>H

)

HE vs IE

Far more emphasis on Humanity impacting the Earth & Environment than on Individuals impacting the Earth & Environment

21 states have no mention of any impact of individuals

All States emphasize collective rather than individual impact

Humanity Affects Environment (H=>E)

Indi

vidu

als

Affe

ct E

nviro

nmen

t (I =

> E

)

Abundance of human/environment interactions in state science standards does not follow familiar Red States/ Blue States pattern.

• Coverage of human/environment interactions is loaded into high school years in many states.

• Some environmental education research has found that improved environmental behaviors are most likely to result when the intervention targets young participants.

Human/Environment Interactions in Non-science Standards

• Character Education: (“courage, patriotism, citizenship, honesty …cleanliness, cheerfulness, respect for the environment, patience, creativity, sportsmanship…..)

• Geography Standards: (e.g. effect of climate and resource distribution on development of human society)

• Technology Standard independent of science standard (e.g. disposal of hazardous waste, use of new technologies for environmental remediation)

• Health Education Standard: (e.g. impact of air pollution on human health)

• Consumer & Family Science: (e.g. purchasing choices that conserve natural resources)

• Free-standing “Environment” Standard: (“spanning economic, cultural, political, social structures as well as natural processes and systems”)

Bits of human/environment interaction are scattered across disciplines.

Science Education?

Observations: • No consensus• More emphasis on collective impact of humanity than individual impact• Asymmetrical emphasis stressing humanity as the actor and environment as recipient • Coverage skewed towards high school years in many states• Bits of human/environment interaction scattered across the curriculum

Education?Options: 1. Changing student attitudes and actions towards the

environment is important and should be done in science class.

2. Changing student attitudes and actions towards the environment is important and should be done in school. Some aspects can be done in science class; others are more appropriate for other parts of the curriculum.

3. Human/environment interactions should be taught in a new subject area: environmental education.

4. Changing how humanity interacts with the environment is not an appropriate goal for public schools.

Education?

2. Changing student attitudes and actions towards the environment is important and should be done in school. Some aspects can be done in science class; others are more appropriate for other parts of the curriculum.

Best option, but requires purposeful coordination and alignment of curricula across disciplines, with planned handoffs, e.g.:

Science => Social Studies => Family/Consumer Education

Your role?