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Umfang: 1 Online-Ressource (xvii, 447 Seiten).

ISBN: 978-3-031-13536-1

Serie: Environmental discourses in science education volume 7

Anmerkung: Open Access

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-13535-4

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-13538-5

Sprache: Englisch

Schlagwort(e): Umwelterziehung ; Lehrerbildung ; Naturwissenschaftlicher Unterricht

DOI: 10.1007/978-3-031-13536-1

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URL: lizenzpflichtig

UID:

Umfang: 1 online resource (XVII, 447 p. 44 illus. in color.)

Ausgabe: 1st ed. 2023.

ISBN: 9783031135361 , 3031135369

Serie: Environmental Discourses in Science Education, 7

Inhalt: This open access book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significantsource of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.

Anmerkung: Introduction -- Part I: Framing and reframing sustainability -- Chapter 1. Sustainability, research, and the undergraduate science curriculum (Maria S. Rivera Maulucci) -- Chapter 2. Ecology’s White nationalism problem (Ralph Ghoche, Unyimeabasi Udoh) -- Part II: Environmental justice and the undergraduate science curriculum -- Chapter 3. Teaching chemistry in context: Environmental lead exposure – quantification and interpretation (Rachel Narehood Austin) -- Chapter 4. What does cell biology have to do with saving pollinators? (Jonathan Snow) -- Chapter 5. Finding the most important places on Earth for birds (Terryanne Maenza-Gmelch) -- Chapter 6. Brownfield action: A web-based active learning simulation (Peter Bower) -- Part III: Undergraduate students, sustainability, and health in the urban environment -- Chapter 7. What We Make and What We Use: Environmental Impacts of Reuse in Design and Production (Sandra Goldmark) -- Chapter 8. It turned into a BioBlitz: urban data collection for understanding and connection (Kelly O’Donnell) -- Chapter 9. Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory courses (Matthew Rhodes) -- Chapter 10. The everyday action project: Teaching hygiene through art (Emma Ruskin) -- Part IV: Climate change, politics, students, and the undergraduate curriculum -- Chapter 11. Perspectives on teaching climate change: Two decades of evolving approaches (Stephanie Pfirman) -- Chapter 12. Moved to teach beyond political and geographic polarization (Deborah Becher) -- Chapter 13. Volcanoes, climate change, and society (Sedelia Rodriguez) -- Chapter 14. Teaching about climate change from an astronomical perspective (Laura Kay) -- Chapter 15. Barnard’s fossil fuel divestment decision: Aligning endowments with institutional values (Robert Goldberg) -- Part V. Ecojustice pedagogies and enhancing college access -- Chapter 16. The UNPAK project: fostering friendships in science (Hilary Callahan) -- Chapter 17. Inclusive Pedagogy: Marching from Classroom to Community (Joshua Drew) -- Chapter 18. Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classrooms (Mary Heskel) -- Chapter 19. Lamont-Doherty Secondary School Field Research Program (Robert Newton) -- Chapter 20. The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in Science (Paul E. Hertz).

Weitere Ausg.: ISBN 9783031135354

Weitere Ausg.: ISBN 3031135350

Sprache: Englisch

Schlagwort(e): Llibres electrònics ; Llibres electrònics ; Llibres electrònics ; Llibres electrònics

DOI: 10.1007/978-3-031-13536-1

UID:

Umfang: 1 Online-Ressource (447 p.)

ISBN: 9783031135361 , 9783031135354

Serie: Environmental Discourses in Science Education

Inhalt: This book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field. This is an open access book

Anmerkung: English

Sprache: Unbestimmte Sprache

URL: kostenfrei

UID:

Umfang: XVII, 447 p. 44 illus. in color. , online resource.

Ausgabe: 1st ed. 2023.

ISBN: 9783031135361

Serie: Environmental Discourses in Science Education, 7

Inhalt: This open access book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.

Anmerkung: Introduction -- Part I: Framing and reframing sustainability -- Chapter 1. Sustainability, research, and the undergraduate science curriculum (Maria S. Rivera Maulucci) -- Chapter 2. Ecology's White nationalism problem (Ralph Ghoche, Unyimeabasi Udoh) -- Part II: Environmental justice and the undergraduate science curriculum -- Chapter 3. Teaching chemistry in context: Environmental lead exposure - quantification and interpretation (Rachel Narehood Austin) -- Chapter 4. What does cell biology have to do with saving pollinators? (Jonathan Snow) -- Chapter 5. Finding the most important places on Earth for birds (Terryanne Maenza-Gmelch) -- Chapter 6. Brownfield action: A web-based active learning simulation (Peter Bower) -- Part III: Undergraduate students, sustainability, and health in the urban environment -- Chapter 7. What We Make and What We Use: Environmental Impacts of Reuse in Design and Production (Sandra Goldmark) -- Chapter 8. It turned into a BioBlitz: urban data collection for understanding and connection (Kelly O'Donnell) -- Chapter 9. Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory courses (Matthew Rhodes) -- Chapter 10. The everyday action project: Teaching hygiene through art (Emma Ruskin) -- Part IV: Climate change, politics, students, and the undergraduate curriculum -- Chapter 11. Perspectives on teaching climate change: Two decades of evolving approaches (Stephanie Pfirman) -- Chapter 12. Moved to teach beyond political and geographic polarization (Deborah Becher) -- Chapter 13. Volcanoes, climate change, and society (Sedelia Rodriguez) -- Chapter 14. Teaching about climate change from an astronomical perspective (Laura Kay) -- Chapter 15. Barnard's fossil fuel divestment decision: Aligning endowments with institutional values (Robert Goldberg) -- Part V. Ecojustice pedagogies and enhancing college access -- Chapter 16. The UNPAK project: fostering friendships in science (Hilary Callahan) -- Chapter 17. Inclusive Pedagogy: Marching from Classroom to Community (Joshua Drew) -- Chapter 18. Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classrooms (Mary Heskel) -- Chapter 19. Lamont-Doherty Secondary School Field Research Program (Robert Newton) -- Chapter 20. The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in Science (Paul E. Hertz).

In: Springer Nature eBook

Weitere Ausg.: Printed edition: ISBN 9783031135354

Weitere Ausg.: Printed edition: ISBN 9783031135378

Weitere Ausg.: Printed edition: ISBN 9783031135385

Sprache: Englisch

DOI: 10.1007/978-3-031-13536-1

URL: https://doi.org/10.1007/978-3-031-13536-1

UID:

Umfang: 1 online resource (448 pages)

Ausgabe: 1st ed.

ISBN: 9783031135361

Serie: Environmental Discourses in Science Education Series ; v.7

Anmerkung: Intro -- Preface -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- Chapter 1: Education for Sustainability: Connecting with Signs of Hope -- 1.1 Setting the Scene -- References -- Part I: Framing and Reframing Sustainability and Environmental Justice -- Chapter 2: A History of Ecojustice and Sustainability: The Place Where Two Rivers Meet -- 2.1 Mamaroneck Land Acknowledgement -- 2.2 Sustainability: A Concept Rooted in Forest Management -- 2.3 Civil Rights, Ecojustice, and Environmental Protection -- 2.4 Ecojustice, the Fight for Healthy Communities and Sustainable Development -- 2.5 EcoJustice and Indigenous Communities: Shared Concerns -- 2.6 Coming Up to the Present: Climate and Indigenous Environmental Justice -- References -- Chapter 3: Diversity in Academia and Sustainability Science: The STEM Blindspot -- 3.1 Change, Without the Change -- 3.2 Systemic Stereotype Threats -- 3.3 Reflecting on My Own Response Patterns -- 3.3.1 To Prove I Can? Or Is It … Who I Am? -- 3.3.2 An Attempt to 'Confront the Threat' -- 3.3.3 "I'll Just Sit Quietly in the Corner …" -- 3.3.4 Sustaining Self in the Presence of Threat -- 3.3.5 Is There a Right Response? -- 3.4 Moving Forward -- References -- Chapter 4: Building Authentic Connections to Science Through Mentorship, Activism, and Community, in Teaching and Practice -- 4.1 Introduction -- References -- Chapter 5: A Commons for Whom? Racism and the Environmental Movement -- 5.1 A Commons for Some: Garrett Hardin's Enclosures Act -- 5.2 "A White, Racist Plot" -- 5.2.1 Misanthropic Ecologies -- 5.3 The Return of the Commons -- References -- Chapter 6: Pathways to Sustainability: Examples from Science Teacher Education -- 6.1 Why Do We Need Education for Sustainability? -- 6.2 What Is Education for Sustainability?. , 6.3 What Are Some of the Challenges of Science Education for Sustainability? -- 6.4 What Are Some of the Possibilities of Science Teacher Education for Sustainability? -- 6.5 What Are Some Examples of Teacher Education for Sustainability? -- 6.5.1 Introducing and Justifying the Need for EfS Standards -- 6.5.2 Summer STEM Teaching Experiences for Undergraduates Program -- 6.5.3 How Do the TEU Interns Envision Planning and Teaching About Sustainability? -- 6.5.4 What Are Some Recommendations for Improving the Sustainability Curriculum? -- 6.6 Concluding Thoughts on Education for Sustainability -- References -- Part II: Sustainability and Ecological Perspectives on Biodiversity -- Chapter 7: When a Titan Arum Blooms During Quarantine -- 7.1 The Arthur Ross Greenhouse at Barnard -- 7.2 Of All the Times … -- 7.3 Making the Best, of the Best -- 7.4 Improvise, Adapt, Overcome -- 7.5 Looking Back -- References -- Chapter 8: What Does Cell Biology Have to Do with Saving Pollinators? -- 8.1 Introduction -- 8.2 Sustainability in the Classroom -- 8.3 Beyond Honey Bees -- 8.4 Full Circle from Teaching to Research -- 8.5 Conclusions and Reflections -- References -- Chapter 9: Finding the Most Important Places on Earth for Birds -- 9.1 Birds as Gauges of Changes in the Environment -- 9.2 Our Relationship with Birds -- 9.2.1 Bird Stories: Purification of Drinking Water -- 9.2.2 Bird Stories: Coffee -- 9.2.3 Bird Stories: Migration of the Red-Eyed Vireo -- 9.3 What Do Birds Need from Us? -- 9.3.1 How to Identify Ecologically Important Places for Birds -- 9.4 Black Rock Forest -- 9.4.1 Getting Students into the Field -- 9.4.2 Data Collection Using the Soundscape -- 9.4.3 Land Protection Is Not the Only Issue We Need to Address for Bird Conservation -- 9.5 How Do I Engage and Prepare Students for Bird Projects? -- References. , Chapter 10: Going Up: Incorporating the Local Ecology of New York City Green Roof Infrastructure into Biology Laboratory Courses -- 10.1 Introduction -- 10.2 Background -- 10.2.1 The Problem with Cities -- 10.2.2 Green Infrastructure to the Rescue -- 10.2.3 Green Infrastructure Around New York City -- 10.2.4 Don't Forget the Microbes -- 10.3 Course Descriptions -- 10.3.1 Microbiology Project Laboratory (Fall 2013) -- 10.3.2 Molecular Biology Project Laboratory (Spring 2017) -- 10.4 Course Results -- 10.4.1 Microbiology Course Results -- 10.4.2 Molecular Biology Course Results -- 10.5 Reflections on an Ecological Project Lab -- 10.5.1 From the Professors -- 10.5.2 From a Student -- 10.5.3 From Both Sides of the Table -- 10.6 Would We Do This Again? (Concluding Remarks) -- References -- Chapter 11: It Turned into a Bioblitz: Urban Data Collection for Building Scientific Literacy and Environmental Connection -- 11.1 The Macaulay Honors College -- 11.2 The Birth of Science Forward and the Macaulay BioBlitz -- 11.3 How the BioBlitz Happens -- 11.4 The Macaulay BioBlitz as an Authentic Research Experience -- 11.5 "So, You Want to Do a Bioblitz…" -- 11.6 The Value of the Macaulay BioBlitz -- References -- Chapter 12: Syndemic: Using Game-Based Learning to Engage Students in the Human Microbiome -- 12.1 Introduction -- 12.2 Microbial Ecology and Human Health: Catching the Curriculum Up to the Research (Tal Danino) -- 12.3 The Testing Phase: Bringing Syndemic to Students (Emma Ruskin) -- 12.4 Testing Syndemic Across New York City -- 12.4.1 Digital Game-Based Learning in STEM Education -- 12.4.2 Designing and Implementing the Study -- 12.4.3 Results -- 12.4.4 Analysis -- 12.5 Expanded Testing: Syndemic Goes to Nicaragua (Emma Ruskin) -- 12.5.1 Why Nicaragua? -- 12.5.2 Syndemic Workshops at the Learning Center -- 12.6 Concluding Thoughts -- References. , Part III: Sustainability and Environmental Justice Perspectives in Undergraduate Science Education -- Chapter 13: Teaching Chemistry in Context: Environmental Lead Exposure: Quantification and Interpretation -- 13.1 Framing the Issues -- 13.2 The Chemistry of Lead Toxicity and Environmental Justice -- 13.3 Detailed Teaching Examples -- 13.3.1 Small Project-Based Course for Incoming Students: A Bridge Course -- 13.3.2 Large, General Chemistry Courses -- 13.3.3 Non-majors Course Without a Laboratory Component -- 13.4 Responding to the Legal and Ethical Implications of Lead Assessment -- 13.5 Conclusions -- References -- Chapter 14: Brownfield Action: A Civic-Oriented, Web-Based, Active Learning Simulation -- 14.1 Brownfields -- 14.2 Brownfield Action -- 14.3 Pedagogical Rationale -- 14.4 Simulation Overview -- 14.5 Assessment -- 14.6 Collaborative Network of Users -- 14.7 Conclusions -- Appendix: Brownfield Simulation Materials -- References -- Chapter 15: Learning from the Many, Teaching to the Many: Applying Ecojustice Principles to Undergraduate Pedagogy in Environmental Science, Ecology, and Sustainability Classrooms -- 15.1 Perspectives in and on Undergraduate Classrooms -- 15.2 Perspectives Matter - Here Are Ours -- 15.3 A Role for Environmental Justice and EcoJustice in Undergraduate Science Classes -- 15.4 Strengthening Teaching and Learning by Including Multiple Perspectives -- 15.4.1 Courses, Pedagogy, and Classroom Practice -- 15.4.2 Sources of Knowledge -- 15.4.3 Token Inclusion of TEK and Indigenous Perspectives -- 15.4.4 Assessments That Connect Authenticity with Curiosity, Inclusion, and Identity -- 15.5 Guiding Questions for Developing Classrooms That Integrate EcoJustice -- References -- Chapter 16: The UNPAK Project: Much More Than a CURE -- 16.1 Introduction -- 16.2 UNPAK and Its People. , 16.3 UNPAK as Plant, Agricultural and Sustainability Science -- 16.4 UNPAK Prioritizes the Undergraduate Experience -- 16.5 UNPAK Supports Access and Persistence in STEM Training -- 16.6 UNPAK as a Philosophy and a "Way of Being" -- 16.7 Coda -- References -- Part IV: Climate Change: Engagement, Politics, and Action -- Chapter 17: Teaching About Climate Change from an Astronomical Perspective -- References -- Chapter 18: Volcanoes, Climate Change, and Sustainability -- 18.1 Introduction to the Participants -- References -- Chapter 19: Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches -- 19.1 Setting the Stage -- 19.2 History of Earth's Environmental Systems: Climate -- 19.3 Student Perspectives -- 19.4 Professor Perspectives -- 19.4.1 Pfirman Perspectives -- 19.4.2 Winckler Perspectives -- 19.5 Other EES: Climate Professor and Teaching Assistant Perspectives -- 19.5.1 Integration of "Denier" Perspectives -- 19.5.1.1 Focus on the Science -- 19.5.1.2 Consideration of Values -- 19.5.2 Considering Justice -- 19.5.2.1 Outside class scope or personal expertise -- 19.5.2.2 Social Justice of Impacts and Responses -- 19.5.2.3 Cultural/Intergenerational Complexity -- 19.5.3 Teaching about Actions -- 19.5.3.1 Focus on Understanding Climate Science -- 19.5.3.2 Understanding the Science of Actions -- 19.5.3.3 Recommending Action -- 19.6 Outlook -- References -- Chapter 20: Building a Circular Campus: Consumption, Net Zero Emissions, and Environmental Justice at Barnard College -- 20.1 Welcome to Your First Year Seminar: Please Wear Gloves -- 20.2 Why Circularity? -- 20.3 Why Higher Education? -- 20.4 Why Barnard? -- 20.5 What, Exactly, Is a Circular Campus? -- 20.6 Barnard's Circular Campus Framework: Beyond the Trash -- 20.7 Three Barnard Case Studies: Reuse, Renovation, and Reallocation -- 20.8 Challenges to Circularity. , 20.9 Pathways to Circularity: Starting Small, Thinking Big.

Weitere Ausg.: Print version: Rivera Maulucci, María S. Transforming Education for Sustainability Cham : Springer International Publishing AG,c2023 ISBN 9783031135354

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click to View

UID:

Umfang: 1 online resource (xvii, 447 pages) : , color illustrations.

ISBN: 9783031135361 , 3031135369

Serie: Environmental discourses in science education, volume 7

Inhalt: This open access book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.

Anmerkung: Introduction -- Part I: Framing and reframing sustainability -- Chapter 1. Sustainability, research, and the undergraduate science curriculum (Maria S. Rivera Maulucci) -- Chapter 2. Ecology's White nationalism problem (Ralph Ghoche, Unyimeabasi Udoh) -- Part II: Environmental justice and the undergraduate science curriculum -- Chapter 3. Teaching chemistry in context: Environmental lead exposure - quantification and interpretation (Rachel Narehood Austin) -- Chapter 4. What does cell biology have to do with saving pollinators? (Jonathan Snow) -- Chapter 5. Finding the most important places on Earth for birds (Terryanne Maenza-Gmelch) -- Chapter 6. Brownfield action: A web-based active learning simulation (Peter Bower) -- Part III: Undergraduate students, sustainability, and health in the urban environment -- Chapter 7. What We Make and What We Use: Environmental Impacts of Reuse in Design and Production (Sandra Goldmark) -- Chapter 8. It turned into a BioBlitz: urban data collection for understanding and connection (Kelly O'Donnell) -- Chapter 9. Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory courses (Matthew Rhodes) -- Chapter 10. The everyday action project: Teaching hygiene through art (Emma Ruskin) -- Part IV: Climate change, politics, students, and the undergraduate curriculum -- Chapter 11. Perspectives on teaching climate change: Two decades of evolving approaches (Stephanie Pfirman) -- Chapter 12. Moved to teach beyond political and geographic polarization (Deborah Becher) -- Chapter 13. Volcanoes, climate change, and society (Sedelia Rodriguez) -- Chapter 14. Teaching about climate change from an astronomical perspective (Laura Kay) -- Chapter 15. Barnard's fossil fuel divestment decision: Aligning endowments with institutional values (Robert Goldberg) -- Part V. Ecojustice pedagogies and enhancing college access -- Chapter 16. The UNPAK project: fostering friendships in science (Hilary Callahan) -- Chapter 17. Inclusive Pedagogy: Marching from Classroom to Community (Joshua Drew) -- Chapter 18. Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classrooms (Mary Heskel) -- Chapter 19. Lamont-Doherty Secondary School Field Research Program (Robert Newton) -- Chapter 20. The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in Science (Paul E. Hertz).

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1007/978-3-031-13536-1

URL: SpringerLink

URL: Click here to view book