Curriculum Projects - EDCI 537 – Shindler – Teaching and Assessment – Classroom Management
IMPLEMENTING AN
ENVIRONMENTAL EDUCATION PROGRAM IN A HIGH SCHOOL
ERIN McVITTIE
LAUREL CHAMBERLAIN
EDU 555, Spring 2000
INTRODUCTION:
In recent years environmental education has
become an increasingly important focus for the general public and educators
alike. The signing of the National Environmental Education Act (Public Law
101-619) in 1990, essentially served to renew federal commitment to
environmental education and recognized the need to tackle complex environmental
challenges with a well educated and well trained citizenry (Report Assessing,
1996, 1). Although this law helped to bring focus on environmental education,
as of yet there is no national strategy or commitment to require environmental
education programs of any kind in the schools.
As a result of P.L. 101-619 and increased public concern about environmental issues, 31 states currently have some form of mandated curriculum for environmental education in the public schools. However, the effectiveness of these programs varies from district to district and state to state. Researcher Gerald A. Lieberman, program director of the State Education and Environment Round table, estimates that although most schools are making a move towards teaching environmental issues, at a maximum only 5% of our nations schools are doing anything substantive in this area (Horton, 1999, p. 2). This is a major problem.
Schools need to pull together and implement courses in environmental education that are effective in educating students about such issues as global warming, deforestation, habitat destruction, and population trends. Students with a background in environmental science will be more apt to think critically about these issues and make educated decisions about their actions and their effects on the environment. This is important because we are living on limited natural resources and decisions that are made today affect the people of tomorrow. If current trends of waste, misuse, and irresponsibility continue there may be no clean water, fresh air, fossil fuels, or even forests left for future generations to enjoy. By threatening those resources, we are in essence threatening our own existence as a species.
The focus of our curriculum project is to implement a quality high school level course in environmental education in our respective school districts. The program will include a strong base in hands-on learning and community outreach as supplemental methods to instruct students about crucial environmental issues. Students will have the opportunity to see how humans impact the environment, gain skills of analysis and investigation, learn strategies of action, and challenge and develop their personal value systems (Munson, 1997, p. 174). Perhaps most importantly, students will take their newly acquired skills and knowledge and apply them in real-life situations. Although the program will start small, we hope to eventually branch into the middle and elementary schools, as well as the community. Ideally, we would like to see our program implemented in all schools nation wide.
Although we realize that there are many obstacles to face when implementing a new program in the schools, we feel that this environmental education course will have enough merit to overcome those obstacles and eventually stand on its own. After all we are not only addressing issues relating to the environment, we are addressing issues that relate to ourselves.
REVIEW OF LITERATURE:
There is a lot of information available
regarding the state of environmental education in the
adequate education, and that it merits increased attention within the high school curriculum.
Recent surveys indicate that there is solid
support at both local and state levels from educators, parents, and students
for making environmental education a priority. For instance, a 1994 survey of
parents in
Studies also show that students, who learn about the environment and the effects of human interaction with the environment, actually demonstrate a higher awareness of environmental issues and incorporate
that knowledge into the decision-making processes of their everyday lives. In fact, there is overwhelming evidence that student attitudes about environmental issues and knowledge are directly related. In one
study comparing student attitude and knowledge both before and after taking a comprehensive eight week course in environmental education found that pretest attitude scores were significantly correlated with pretest knowledge scores, as were post test attitudes and knowledge scores (Bradley et al., 1999, p. 20). In short, these findings suggest that increased knowledge may help improve environmental attitude, which in turn may affect behavior when making decisions about environmental issues (Culen & Volk, 2000). This correlation between attitude and knowledge has been supported extensively within the literature, and is but one of many key issues related to the implementation of environmental education courses within the high schools. Now its time for a look at environmental education programs that have already been implemented and are successful. (And there are some out there!)
The School of Environmental Studies (SES) at the Minnesota Zoo is an optional high school offering a complete curriculum, that also has a program focused on environmental studies (Bodette et al, 1999). The
environmental curriculum at SES provides students with an opportunity to learn about the natural world and the human relationship with it through real world examples. Students spend extensive time in the field as well as in the community exploring vital environmental issues, learning applicable skills, questioning practices, and contemplating their individual attitudes and values. Professionals and experts routinely work
in conjunction with the program to give students additional insight on various topics, as well as to answer any questions or concerns. The main key that makes this program effective is that the learning is hands on,
and that the program is constantly evaluated and adapted to meet student needs and interests. Student enrollment is at a maximum each year that the program is offered and student satisfaction is favorable (Bodette et al, 1999).
Studies for Academically Talented Students
(STATS I) is a program developed for rural, middle school students in
proposed implementation plan. This program was started in 1990, and was originally funded through the Eisenhower Exemplary Program competitive math/science grants. The funds were used to purchase lab equipment, computers, and resources to sustain the program in subsequent years. STATS is facilitated by a science teacher and the vocational centers Natural Resources Agricultural Technology instructor. Like the
environmental education program at SES in
productivity by students (Ferriss & Gentry, 1999).
Examples such as STATS and the program at the
public support, student interest, a strong need, and multiple avenues of available funding for environmental education, good environmental education courses have been shown to be effective in increasing student
knowledge and awareness about environmental issues.
GOALS AND ENVISIONED END RESULTS:
The initial goal of our implementation program is to successfully initiate a high school level environmental education course that will provide a quality education to the students that enroll in the course. We feel strongly about the importance of environmental education, and believe that it deserves greater emphasis within the school curriculum.
The goals of our environmental education course are to:
1. Increase student awareness and sensitivity to the environment and environmental changes
2. Increase student knowledge and understanding of the environment and environmental challenges
3. Develop student attitudes of concern for the environment and motivation to improve or maintain
environmental quality
4. Have students learn and acquire skills to identify and help resolve environmental challenges
5. Increase student participation in activities that lead to the resolution of environmental challenges
The focus of our program is more on the actual process of learning and thinking than on any clear product. We basically want students to leave this course with a greater appreciation for the environment. Many students know about environmental issues, but don't make the connection between their own everyday actions and their effects on the natural world. Simply knowing about global warming and deforestation is pointless if you aren't aware of your own contributions to the problems as you go about your everyday life. It is our goal to help students make that connection and begin to think about their actions and habits in an environmentally conscious manner. If we can just get students to THINK in this way, then we will have achieved that goal. Once students have the tools and skills necessary to think critically, they have the foundation upon which to begin making educated choices and decisions. We don't (and shouldn't) have the ability to dictate how our students ultimately choose to live their lives, but we can at least give them a basis from which to draw from.
It is also our goal to help our school as a whole to become more environmentally aware. We hope that student enthusiasm for the program and for the environment will spread through the faculty and staff, and
that learning will occur on many levels. We think that systemic change can and will occur!
Our long-term goal is to have environmental
education at the elementary, middle, and high school levels not only in our
school district, but also in all schools in the
DETERMINATION OF NEED:
Environmental education is a broad term that has many definitions. However, for our purposes environmental education encompasses the studying of the factors that influence the ecosystems,
population and industrial growth, environmental conditions, and population levels of all species, both plants and animals. Environmental education is also seen as a process used to unite and teach people about their relationship with nature, and to produce citizens who exhibit responsible environmental behavior.
Environmental literacy is the ultimate goal of environmental education. In order to be environmentally literate, people must understand the impact that they have on environmental systems, and have the knowledge required to maintain, restore, or even improve on those systems.
One way that we will determine the need for an environmental education program in the high school is by surveying the various groups that will be involved and affected by the implementation of such a program.
Informal Interviews: Secondary teachers will be interviewed to obtain an idea of the level of support in the school for an environmental education program. Teachers will be asked such questions as: Do you
believe that students would benefit from this program? Do you think that faculty and staff would benefit from it? Would you recommend this program to students?
Focus Group Survey (Teachers): Science teachers (grade 9-12) will respond to formal questions based on environmental literacy and environmental education, such as How many of your students know about
water pollution? global warming? This survey will also try to determine the knowledge of the science faculty on environmental issues.
Focus Group Survey (Parents): Parents will be asked to respond to questions about environmental literacy and education. They will also be asked to rate a list of environmental problems based on their importance to each person. Parents will also be asked questions about an environmental education program and the benefit they believe it would have for the students. This survey will help determine the support that will be available from the parents for this program.
Focus Group Survey (Students): Students will be asked to respond to questions about science classes and environmental issues. Some questions will ask the students if they feel this program would be beneficial. We will ask students if they would be interested in taking an environmental science class in place of or in addition to the other core science classes.
These types of questions will help to determine if the students would support the choice of an alternative science class in environmental science. Students will also be asked to rate the same environmental issues that the parents rated to determine their knowledge of the environment.
A low knowledge of the environment is one reason that peoples' beliefs differ from their behaviors. If someone is not knowledgeable on a topic of environmental concern, they may not know what they can do to prevent that environmental problem from occurring or escalating in degree of severity. The problem with environmental issues is that the major impacts of their effects are often not seen until years later. Many times by then it is too late to reverse those problems and people find themselves scurrying to find a solution for an even bigger problem then before.
As we stated previously, the federal government does not currently have specific guidelines for environmental education, and in many schools environmental science is just being integrated into other courses. This type of infusion method many times leaves vital information out due to lack of time in the classroom, as well as lack of training and knowledge of teachers. For students to learn about the problems at hand, an environmental education class needs to be placed at the high school level. Environmental problems are increasing exponentially, global warming, deforestation, extinction, and ozone depletion are just a few examples. It is unrealistic to think that these topics, and many more, can be covered adequately in an infusion environment.
The need for environmental education in the high school is apparent every time we look out our window, go for a walk, or even turn on the news. The world is changing rapidly, and the environment is suffering from human ignorance and abuse. Some facts that reinforce the need for environmental education include:
* There are currently over 1,200 species of mammals, reptiles, amphibians, and birds on the
endangered species list.
* Non-biodegradable plastics make up over 1/3
of the
* With only 4% of the world's population, the
emissions.
* Since the industrial revolution, atmospheric levels of carbon dioxide have increased by more than
30%.
* The earth's mean temperature is expected to rise between 2 and 6 degrees Fahrenheit in the next 100
years.
* Global worming may drastically expand the ranges of many disease carrying pathogens-thereby
increasing the incidence of malaria, cholera, dengue fever, schistosmiasis, and tick-borne
diseases.
* 2 in 5 Americans live in areas where the air is dangerous to breathe.
* 40% of the rivers and lakes are not suitable for drinking, fishing, or swimming.
* Each day human activities are responsible for the addition of 15 million tons of carbon to the
atmosphere, while simultaneously destroying 115 square miles of tropical rain forest.
These statistics illustrate the impact that humans have on the environment. And this is only the impact that we can currently see. We have no idea of the magnitude of potential impacts that are yet to come. Environmental problems are current and controversial; they are global and local; they are relevant to students' lives. Students can many times study something that is occurring right in their backyard, or in the
lake across from their school. The problems that they are discussing have an impact on their lives, which makes learning interesting and relevant. Students need to learn about these environmental issues in order
to help reduce the number of problems that occur in the future. Students need to understand the impact that they have on the environment and the things they can do to contribute in a positive fashion to the environment.
POSSIBLE OBSTACLES:
Funding: One possible obstacle that may need to be overcome before implementation can begin is funding. Starting a new course takes money, and many schools don't have a lot of extra cash to go around. Fortunately, funding can be obtained through grants and federal support for the program. In 1996, over $3 million were granted to environmental education programs by the federal government alone (Report Assessing, 1996). Many for-profit and non-profit organizations also offer grants to aid in implementing and maintaining environmental science programs.
Standards and Curriculum: Another problem is that most states do not have set curricula for environmental education. This makes teachers responsible for determining learning outcomes and assessment. Current standards and Benchmarks for other science classes, such as Biology, can
easily be integrated into the curriculum for environmental education. Examples of these standards can be found in Table 1 of the Appendix, along with a potential syllabus for our environmental education
program.
Teacher Training: In-service training and workshops are not readily available for teachers to learn more about teaching environmental education in some areas of the country. This poses difficulty in keeping teachers educated and up to date in their methods and materials. However, many grants that can be obtained also cover training expenses for teachers.
Teacher Support: Teacher support is another obstacle that may need to be overcome. With all implementation programs it is difficult to get teachers on board unless they derive a direct benefit. We feel that this may be a problem initially, but that once the students take the course and become involved, their motivation and ambition will be a major driving force for the program. We believe that the student support will in turn lead to increased teacher support.
Resources: Resources may pose another obstacle for the program, although it isn't a question of not being able to obtain resources, as it was in past years. The focus now is more on finding resources that cover the most relevant and important topics that will be taught in the program. According to our research, many environmental education programs rely in part on outside donations at the beginning stages. Many of these donations come from local businesses and organizations that are willing to donate equipment or offer to provide guest speakers for the program. Surprisingly, many companies and businesses are willing to do
this for many reasons, but partly because they have a vested interest in making sure that the decision-makers of the future are environmentally literate.
All of the obstacles that have been mentioned can be overcome before implementation of the program or within the first few months.
IMPLEMENTATION:
The needs surveys and interviews will be sent out in February in order to get the data back and compile it by March. In March an interested committee consisting of parents, teachers (probably science teachers), and administrators, will meet to review the needs assessment and prepare a proposal for the implementation of the environmental education program into the curriculum for the high school. The proposal will be presented to the board in April for approval.
Teachers will be asked to offer this new option to students for the coming school year as a course selection, assuming that the board approved it. A teacher will be chosen to run the class. The number of sections offered will be based on student interest; most likely one to two sections. The teacher chosen for this will be the one willing to put forth the most time and effort during the first year of the program. The teacher may request the committees help in determining the best way to assess the students, how to assess the program itself, what materials to use, and to what extent they are available. The teacher will also need to determine the objectives of the course, and any constraints as far as scheduling and location that will affect the program.
The area resources will have an impact on the way the program will be configured and to what extent field trip and local organizations will be used throughout the year to enhance the curriculum. Activities that benefit the students will be incorporated into the curriculum. These activities include: the use of fieldwork and outdoor activities to extend learning outside of the classroom and into the natural world, activities
that reflect local issues that are open-ended (this will allow students to formulate their own questions). Short and long term activities will be conducted, and debates will be used to discuss current controversial
issues about the environment. Students will learn hands-on how science is done rather than by memorization.
A final curriculum will be in place by June and a student: teacher ratio will be determined at that time depending on the registration for the class. The program will begin at the start of the school year.
ASSESSMENT:
The committee will remain together to review and assess the program throughout the course of the first year. They will make changes to the curriculum as it is needed and reevaluate the entire program at the
end of the year. Assessment will be continuous, and will include both formal and informal methods.
Students will be required to complete papers, labs, quizzes, tests, portfolios and various other tasks that they will be assessed on during the course of the year. Performance, participation, and attitudes will be observed and recorded by the teacher. Student knowledge in environmental education will be assessed largely on the rankings that they will do at the beginning, middle and end of the school year after they
have taken the class. These rankings will be compared with rankings done at the same times by students not enrolled in the environmental education program. Students will also be asked to review the class and fill out a survey expressing their attitudes and comments regarding the class. The committee will review both of these surveys to obtain feedback on student support for the program. The rankings will allow the committee to see if any changes have taken place over the course of the year in the students' beliefs and attitudes toward environmental issues. If the program is seen as successful it will be continued in the coming years, in hopes of extending it throughout the lower grades in an infusion type setting.
PERPETUATION:
In order to keep this program running we will
need a strong student interest in the topics and concerns that are addressed in
the environmental science course. It is also crucial that there are willing
teachers in the school to support and improve on the program as it develops
over time. One thing that we are in no danger of losing is the need for the
program. Environmental issues will always be present at an alarming level, so
there will be a constant need for students, faculty, and staff to understand
the issues and problems that are occurring in the world around them.
Works Cited
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(1999). Coherent Directions in a New
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Environmental Attitude of High School Students. The Journal of Environmental Education, 30(3),
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Culen, G., & Volk, T. (2000). Effects of an Extended Case Study on Environmental Behavior and
Associated Variables in Seventh- and Eighth-Grade Students. The Journal of Environmental Education, 31(2), 9-15.
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