[9 σελίδες]

Άρθρα με κρίση

• Παπαδημητρίου, Βάσω

Η σύνδεση της Περιβαλλοντικής Εκπαίδευσης (ΠΕ) με τις παραδοσιακές Φυσικές Επιστήμες (ΦΕ) του σχολείου, που δίνουν έμφαση στην απόκτηση ακαδημαϊκού χαρακτήρα γνώσης, υπήρξε αντικείμενο συζήτησης καθώς θεωρήθηκε ότι η σύνδεση αυτή ενέχει τον κίνδυνο υποβάθμισής της και προαγωγής μιας τεχνοκρατικής θεώρησης για τις σχέσεις του ανθρώπου με το περιβάλλον. Από το τέλος της δεκαετίας του ’80 σε παγκόσμιο επίπεδο, με επίκεντρο την ανταπόκριση της εκπαίδευσης στις νέες συνθήκες που διαμορφώνονται, επιχειρείται η αναμόρφωση των εκπαιδευτικών προγραμμάτων που αφορούν μεταξύ των άλλων και αυτά των ΦΕ. Στα νέα προγράμματα κυρίαρχη φαίνεται να είναι η τάση σύνδεσης της επιστημονικής γνώσης με κοινωνικά θέματα μεταξύ των οποίων φυσικά συμπεριλαμβάνονται και τα περιβαλλοντικά. Για το λόγο αυτό, παρουσιάζει ενδιαφέρον η διερεύνηση των προοπτικών σύνδεσης της ΠΕ με τις ΦΕ στο πλαίσιο των νέων τάσεων προκειμένου να αναδειχτούν εκείνες οι δυνατότητες που θα αποβούν αμοιβαία ωφέλιμες και για τα δυο πεδία.

• Educational sciences

• Environmental education

http://www.peekpemagazine.gr/issue/240, Δίνεται ο συνολικός αριθμός σελίδων του ηλεκτρονικού πόρου.

1. Aikenhead, G. (1994), The Social contract of Science: Implications for Teaching Science, in J. Solomon and G. Aikenhead (Eds.), STS Education International Perspectives on Reform, 11-20, NY: Teachers College PressAmerican Association for the Advancement of Science (ΑΑΑS). (1989), Science for all Americans. Project 2061, NY: OxfordUniversity PressAmerican Association for the Advancement of Science (ΑΑΑS). (1993), Benchmarks for science literacy, NY: Oxford University PressAnderson, C. (2000) Science education in a Global Age, Journal of Research in Science Teaching, 37(1), 1-2Ashley, M. (2000), Science: an unreliable friend to environmental education? Environmental Education Research, 6(3), 269-280Australian Education Council (AEC). (1994), A Statement on Science for Australian Schools,Carlton: Curriculum Corporation Board of Studies. (2000), VCE Curriculum and Standards Framework ΙΙ: Science, Carlton: Board of StudiesBybee, R. (1985), The restoration of Confidence in Science and Technology Education, School Science and Mathematics, 85(2), 95-108Chapman, D. (1999),So, You Want to Teach For the Environment…, Environmental Education Research, 5(3), 267-272Cross, R. and Price, R. (1999), The social responsibility of Science and the public understanding of science, International Journal of Science Education, 21(7), 775-785Cross, R. and Price, R. (1996) Science Teachers’ Social Conscience and the Role of Controversial Issues in the Teaching of Science, Journal of Research in Science Teaching, 33(3), 319-333Cross, R. (1999), The public understanding of Science: Implications for education, International Journal of Science Education, 21(7), 699-702Cuban, L. (1990), Four stories about national goals for American education, Phi Delta Kappan, 72(4), 265-71Council of Ministers of Education, Canada (CMEC). (1997), Pan-Canadian Framework of Science Learning OutcomesDeBoer, G. (2000), Scientific Literacy: Another Look at its historical and contemporary meanings and its relationship to science Education Reform, Journal of Research in Science Teaching, 37(6), 582-601Department for Education. (1995), Science in the National Curriculum,London: HMSODoll, W. (1989), Foundations for a post-modern curriculum, Journal of Curriculum Studies, 21(3), 243-253Driver, R., Newton, P., Osborne, J. (2000), Establishing the norms of scientific argumentation in classrooms, Science Education, 84, 287-312Durant, J. Evans, G. (1992), Thomas G., Public understanding of Science in Britain: the role of medicine in the popular representation of science, Public Understanding of Science, 1(2), 161-182Elliot, J. (1998), The Curriculum Experiment. Meeting the Challenges of Social Change, Milton Keynes, Open University PressFensham, P. (1986), A new movement in Science Education: Evidence of Environmental Awareness, in J. Perkins (Ed.), Monographs in Environmental Education and Environmental Studies (Vol. III). 182-205, Troy, OH: NAAEEFensham, P., Harlen, W. (1999), School science and public understanding of science, International Journal of Science Education, 21(7), 755-763Fien, J. (1998) Environmental education for a new century, in D. Hicks and R. Slaughter (Eds.), Futures Education, London: Kogan PageGalang, A. (1997),Science ends where environmental education begins: putting science into perspective, Australian Journal of Environmental Education,13, 17-20Gayford, C. (1996), Science education and environmental education: a synergistic relationship, Science Education Newsletter, 126, 1-3Gough A. (2002), Mutualism: a different agenda for environmental and science education, International Journal of Science Education, 24(11), 1201-1215Hart, P. (2002), Environment in science curriculum: the politics of change in the Pan-Canadian science curriculum development process, International Journal of Science Education, 24(11), 1239-1254Helms, J. (1998), Science and/in the community: context and goals in practical work, International Journal of Science Education, 20(6), 643-653Hyland, T. (1999), Changing Conceptions of Lifelong Learning, Journal of Philosophy of Education, 33(2), 309-315Holsman, R. (2001), The Politics of Environmental Education, Journal of Environmental Education, 32(2), 4-7Hurd, P. (1998), Scientific Literacy: New minds for a changing World, Science Education, 82(3), 407-416Hurd, P. (2000), Science Education for the 21st Century, School Science and Mathematics, 100(6), 282-288Independent Commission on Environmental Education (ICEE). (1997), Are we Building environmental literacy? WashingtonDC: The George Marshall InstituteJenkins, E. (1999), School science, citizenship and the public understanding of Science, International Journal of Science Education, 21(7), 703-710)Jenkins E. (1994), Public understanding of science and Science Education for action, Journal of Curriculum Studies, 26(6), 601-611Jennings, J. (1987), The Sputnik of the eighties, Phi Delta Kappan, 69(2), 104-9Kesidou, S. and Roseman J. (2002), How well do middle school science Programs measure up? Findings from Project 2061’s Curriculum Review, Journal of Research in Science Teaching, 39(6), 522-549Κolstoe, S. (2000), Consensus Project. Teaching science for citizenship, International Journal for Science Education, 22(6), 645-664Κolstoe, S. (2001), Scientific Literacy for Citizenship: Tools for dealing with the Science dimension of controversial socioscientific issues, Science Education, 85, 292-310Lucas, A. (1980), Science and Environmental Education: Pious Hopes, Self Praise and Disciplinary Chauvinism, Studies in Science Education, 7, 1-26MacDonald, D. (2003), Curriculum change and the post-modern world: is the school curriculum-reform movement an anachronism? Journal of Curriculum Studies, 35(2), 139-149Marcinkowski, T. (1992), America 2000 and reform in Science Education: Where does EE fit? Journal of Environmental Education, 23(2), 4-9McGinn, N. (1997), The impact of Globalisation on National Education Systems Prospects, XXVII(1), 41- 54Millar, R. and Osborne, J. (1998), Beyond 2000: Science education for the future, London: King’s CollegeMiller, J. (1987), Scientific literacy in the United States, in D. Evered and M. O’Connor (Eds.) Communicating Science to the public, 19-37, NY: WileyMoore, C. and Huber, R. (2001), Support for EE from the National Science Education Standards and the Internet, Journal of Environmental Education, 32(3), 21-25National Research Council (NRC) (1996), National Science Education Standards, Washington, DC: NationalAcademy PressNewton, P. and Osborne, J. (1999), The place of argumentation in the pedagogy of school science, International Journal of Science Education, 21(5), 553-576Οrr, D. (1992), Ecological Literacy NY: StateUniversity of New York PressΠαπαδημητρίου, Β., Αλιμπέρτης, Ι., Σουβατζή, Δ., Σαμαρά K. και Βουτσά Δ., (1997), Περιβαλλοντική Εκπαίδευση και Πληροφορική: Δημιουργία δικτύου σχολείων κατά μήκος του Αξιού ποταμού, Σύγχρονη Εκπαίδευση, 95, 82-87 και 96-97, 163- 167Παπαδημητρίου, Β. (2005). "Περιβαλλοντική Εκπαίδευση και STS διάσταση στις Φυσικές Επιστήμες του Σχολείου". Θέματα στην Εκπαίδευση, 6(1), 105-118.Popli, R. (1999), Scientific Literacy for all citizens: different concepts and contents, Public Understanding of Science, 8, 123-137Posch, P. (1991), The Educational Perspective, in CERI (Εd.) Environment, Schools and Active Learning, 97-103, Paris: OCDEQuicke, J. (2001), The science curriculum and education for democracy in a risk society, Journal of Curriculum Studies, 33(1), 113-127Ramsey, F. (1993), The Science education reform movement: implications for Social responsibility, Science Education, 77(2), 235-258Ratcliffe, M. (1997), Pupil decision-making about socio-scientific issues within the science curriculum, International Journal of Science Education, 19(2), 167-182Rauch, F. (2002), The potential of education for sustainable development for reform in schools, Environmental Education Research, 8(1), 43-51Robottom, I. (1983), Science: a Limited Vehicle for Environmental Education? Australian Science Teachers Journal, 29(1), 27-31Robottom, I. and Greenall, A. (1993), Towards a socially critical environmental education: water quality studies in a coastal school, Journal of Curriculum studies 25(4), 301-316Rotberg, T. (1990), I never promised you first place, Phi Delta Kappan, 72(4), 296-303Salmon, J. (2000), Are we Building environmental literacy? Journal of Environmental Education, 31(4), 4-10Sanera, M. (1998), Environmental Education: Promise and Performance, Canadian Journal of Environmental Education, 3, 9-26Settlage, J. and Meadows, L. (2002), Standards-Based Reform and its unintended Consequences: Implications for Science Education within America’s Urban Schools, Journal of Research in Science Teaching, 39(2), 114-127Simmons, B. (1997), National Project for Excellence in Environmental Education,Troy, OH: ΝΑΑΕΕSolomon, J. (1994), Conflict Between Mainstream Science and STS in Science Education, in J. Solomon and G. Aikenhead (Eds.), STS Education International Perspectives on Reform, 3-10, NY: Teachers College PressSolomon, J. (1999), Meta-scientific criticisms, curriculum innovation and the propagation of scientific culture, Journal of Curriculum Studies, 31(1), 1-15Solomon, J. and Aikenhead, G. (1994), Preface, In J. Solomon and G. Aikenhead (Eds.) STS Education International Perspectives on Reform, vii-xi, NY: Teachers College PressStephenson, J. (1988), Learner responsibility: Linking progressive education to the economy, New Era in Education, 69(3), 85-87Sterling, S. (1993), Environmental education and sustainability: A view from the holistic Ethics, in J. Fien (Ed.), Environmental Education, A pathway to sustainability, 69-98, Geelong Victoria: Deakin University PressStewart, F. (1996), Globalisation and Education, International Journal of Educational Development, 16(4), 327-333Wade, K. (1996), Environmental Education teacher in-service education: The need for new perspectives, Journal of Environmental Education, 27(2), 11-17Waks, L. (1997), The project method in post-industrial education, Journal of Curriculum Studies, 29(4), 391-406Wraga, W. and Hlebowitsh, P. (1991), STS Education and the Curriculum Field, School Science and Mathematics, 91(2) 54-59Yager, R. and Lunz, M. (1995), STS to enhance the total curriculum. School Science and Mathematics, 95(1), 28-35Yager, R. (2000), A vision for what science education should be like for the first 25 years of a new millennium, School Science and Mathematics, 100(6), 327-341Yager, R., and Weld J. (1999), Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA, International Journal of Science Education, 21(2), 169-194Zohar, A. and Nemet F. (2002), Fostering Students’ Knowledge and Argumentation Skills Through Dilemmas in Human Genetics, Journal of Research in Science Teaching, 39(1), 35-62Zoller, U. (1992), The Technology/Education Interface: STES Education for all, Canadian Journal of Education, 17(1), 86-91