Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-10T16:10:10.043Z Has data issue: false hasContentIssue false
  • English
  • Français

Creativity, Continuity and Context in Teacher Education: Lessons from the Field

Published online by Cambridge University Press:  23 June 2015

Anne Bore
Anne Bore*
Affiliation:
University of Hull
*
†Centre for Educational Studies, University of Hull, United Kingdom. Email: A.Bore@hull.ac.uk
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Lessons from a pilot introduction of environmental education into a teacher education programme designed to address pupil disengagement from school science, are discussed in this paper. Pre-service teachers discovered that environmental education can be a potent context for creativity and continuity in curriculum planning. Interpretation of the responses demonstrates that environmental education can be used to develop scientific and eco-literacy and that pre-service teachers can be imaginative when offered the opportunity to link disparate areas of science in this context, but the timing of the intervention appears to be critical. Exposure to school culture appears to inhibit their ability to plan imaginatively. This has implications for pre-service teacher education and practising teachers internationally, if pupil disenchantment with science is to be halted.

Keywords

Teacher creativityEnvironmental contexts for learning sciencePractical workTeacher education
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 22 , Issue 1 , 2006 , pp. 31 - 38
Copyright
Copyright © Cambridge University Press 2006 

References

Bennett, J. (2003). Teaching and learning science. A guide to recent research and its applications. London: Continuum.Google Scholar
Bonnet, M. (2003). Towards an environmental ethos for education. Journal of Philosophy of Education, 37(4), 658–673.Google Scholar
Cerini, B., Murray, I., & Reiss, M. (2003). Student review of the science curriculum. London. Institute for Education and the Science Museum. Retrieved 10 12, 2003, from http://www.planet-science.com/sciteach/review/findings.pdf Google Scholar
Craft, A. (2003). The limits of creativity in education: Dilemmas for the educator. British Journal of Education, 51(2), 113–127.Google Scholar
Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The missing paradigm in environmental education (part one). Environmental Education Research, 9(4), 497–524.Google Scholar
Department for Education and Skills. (2001). Key stage 3 national strategy. London: DfES.Google Scholar
Department for Education and Skills. (2003). Excellence and enjoyment: A strategy for primary schools. London: DfES.Google Scholar
Department for Education and Skills. (2004). Five year strategy for children and learners. London: DfES.Google Scholar
Donnelly, J.F. (2004). Humanizingscienceeducation. In IssuesandTrends. Published online in Wiley Interscience. Retrieved 05 10, 2004, from http://www.interscience.wiley.com Google Scholar
Edwards, A., & Protheroe, L. (2003). Learning to see in classrooms: What are student teachers learning about teaching and learning while learning to teach in schools? British Educational Research Journal, 29(2), 227–242.Google Scholar
EPPI-Centre. (2003). A systematic review of the effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science. Retreived 10 9, 2003 from http:eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=reel/review_groups/TTA/Science/Science_intro.htm Google Scholar
Fien, J. (2003). Learning to care: Education and compassion. Australian Journal of Environmental Education, 19, 1–13.Google Scholar
Gayford, C. (1998). The perspectives of science teachers in relation to current thinking about environmental education. Research in Science and Technological Education, 16(2), 101–114.Google Scholar
Gayford, C. (2002). Environmental Literacy: towards a shared understanding for science teachers. Research in Science and Technological Education, 20(1), 99–110.Google Scholar
Goodrum, D., Hackling, M., & Rennie, L. (2001). Status and quality of teaching and learning of science in Australian schools. Australian Government Department of Education, Science and Training. Retreived 04 5, 2006, from http://www.dest.gov.au/sectors/school_education/publications_resources Google Scholar
Harrison, T., & Clark, J. (2003). Implementing ecological simulation: Do children's knowledge and attitudes change? Australian Journal of Environmental Education, 19, 37–46.Google Scholar
Haste, H. (2004). Science in my future. A study of values and beliefs in relation to science and technology amongst 11-21.-year olds. Nestle UK: Nestlè Social Research Programme.Google Scholar
Hart, P. (2000). Searching for meaning in children's participation in environmental education. In Jensen, B. B., Schnack, K. & Simovska, V. (Eds.), Critical environmental and health education (pp. 7–28). Copenhagen: Research Centre for Environmental and Health Education.Google Scholar
Jeffrey, B., & Woods, P. (2003). The creative school. A framework for success, quality and effectiveness. London: Routledge Farmer.Google Scholar
Jones, D. (2004). Exam revolution would be “a damaging distraction”. CBI News Release. Retrieved 12 10, 2004, from http://www.cbi.org/ndbs/press.nsf/ Google Scholar
Malone, K. (2004). “Holding environments”: Creating spaces to support children's environmental learning in the 21st century. Australian Journal of Environmental Education, 20(2), 53–66.Google Scholar
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.Google Scholar
Papadimitriou, V. (2004). Prospective primary teachers' understanding of climate change, greenhouse effect and ozone layer depletion. Journal of Science Education and Technology, 13(2), 299–307.Google Scholar
Peacock, A. (2004). ECO-Literacy for primary schools. Stoke on Trent: Trentham Books.Google Scholar
Powers, A. L. (2004). Teacher preparation for environmental education: Faculty perspectives in the infusion of environmental education into preservice methods courses. The Journal of Environmental Education, 35(3), 3–11.Google Scholar
Ranson, S. (2000). Recognising the pedagogy of voice in a learning community. Educational management and administration, 28(3), 263–279.Google Scholar
Roth, W-M. (2003). Scientific literacy as an emergent feature of collective human praxis. Journal of Curriculum Studies, 35(1), 9–23.Google Scholar
Roth, W-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263–291.Google Scholar
Schnack, K. (2000). Action competence as a curriculum perspective. In Jensen, B. B., Schnack, K. & Simovska, V. (Eds.), Critical environmental and health education. Copenhagen: Research Centre for Environmental and Health Education.Google Scholar
Shepherd, R. (1988). The imagination of the scientist. In Egan, K. & Nadaner, D. (Eds.), Imagination and education. Milton Keynes: Open University Press.Google Scholar
Shulman, L. S. (1987). Knowledge and teaching. Foundations of the new reforms. Harvard Educational Review, 51(1), 1–22.Google Scholar
Vaughan, C., Gack, J., Soloranzo, H., & Ray, R. (2003). The effect of environmental education on schoolchildren, their parents and community members: A study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3), 12–21.Google Scholar
Victorian Curriculum and Standards Authority. (2005). Victorian Essential learning Standards in Science. Retrieved 04 5, 2006, from http://vels.vcaa.edu.au/essential/discipline/science/index.html Google Scholar