Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Michael Sherry, Ph.D.

Co-Major Professor

Allan Feldman, Ph.D.

Committee Member

Alexandra Panos, Ph.D.

Committee Member

David Rosengrant, Ph.D.

Keywords

teacher education, science education, critical pedagogy, environmental education

Abstract

Environmental education across the K-12 science curriculum lacks critical examination of human and ecological relationships, particularly in relation to science, technology, engineering, and mathematics (STEM) education. While the Next Generation Science Standards include environmental topics within their disciplinary core ideas and many schools offer environmental science courses, this gap can be addressed in teacher preparation programs, particularly for those teaching younger students. Ecojustice centers on socioecological topics by addressing cultural assumptions we, as humans, live by in relation to natural systems. Ecojustice education is a critical pedagogy that engages learners about social issues related to our current ecological crisis. This mixed methods study aims to inform three research questions: 1) What are the course experiences of preservice elementary teachers of science teaching and learning from an integrated ecojustice framework in a “STEM Integration in the Elementary Classroom” course? 2) In what ways does an integrated ecojustice framework in the course affect their socioecological perceptions? Why or why not? and 3) To what extent, if any, do these preservice elementary teachers plan to incorporate ecojustice education into their future science teaching? This study explores the experiences of elementary preservice teachers enrolled in a STEM integration course when an ecojustice education framework was embedded throughout the semester. The preservice teachers’ experiences comprised of course assignments, questionnaires, and interviews to provide a comprehensive understanding of how their socioecological views changed and to what extent they plan to incorporate ecojustice in their future teaching. Findings include that the preservice teachers found the framework impactful on their socioecological perceptions and pedagogical practices. They emphasized the importance of integrating socioecological topics into elementary STEM learning and highlighted the relevance of ecojustice education. The study suggests the incorporation of ecojustice education in teacher preparation programs. It can enhance future teachers’ environmental pedagogical development and understanding of their environmental impact and promote ecological stewardship for their future students toward transformative science education.

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