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From civic conservation to the age of ecology: The rise and synthesis of ecological ideas in the American high school science curriculum, 1900-1980.

机译:从公民保护到生态时代:1900-1980年美国高中科学课程中生态思想的兴起和综合。

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摘要

Ecological ideas have been manifested in diverse ways in American high schools since the early twentieth century. Core scientific concepts in ecology--the study of the relationship between organisms and their environment--include adaptations, plant succession, ecosystem ecology, and population ecology. This dissertation argues, however, that there is more to ecology as it played out in schools and society during its early decades. Two other forms of ecological thought--political ecology and romantic ecology--influenced the diverse ways that students have learned about the relationship between organisms and their environment. In schools, scientific and romantic ecology were the subject's main forms in the curriculum from 1900-1920, but curriculum trends toward applied project-based learning between 1920 and 1950 contributed to political ecology's dominance during this period. In the years following World War II, the Cold War conflict played a key role in bringing greater attention to student training in the disciplines. This affected classroom instruction across the sciences, including ecology. The response by policy makers was a shift toward a disciplinary focus and the decline of applied science courses. Between 1945 and 1960, some leaders in science education also called for a greater exchange of ideas between ecology's forms. Following the publication of Rachel Carson's Silent Spring and the ecology-themed high school textbook BSCS Green, both in 1963, collaboration across ecology's forms became a reality. A new synthesis emerged as teachers, textbook authors, and others showed a greater interest in integrating scientific and political ecology. The exact extent to which ecology has been sustained in schools since these developments in the mid 1960s is unclear. Evidence suggests that enthusiasm for ecological ideas in public discourse has waned somewhat, but that it has nonetheless become a widely accepted part of the high school science curriculum. Further research on the closing decades of the twentieth century is needed to follow up on trends in classroom instruction in ecology since 1980. Such studies could examine the degree to which ecology has been sustained in the school curriculum and the nature of classroom ecology as it relates to the three forms considered in this dissertation.
机译:自20世纪初以来,生态思想已在美国的中学中以多种方式得到体现。生态学的核心科学概念-研究生物与环境之间的关系-包括适应,植物演替,生态系统生态学和种群生态学。然而,本文认为,生态学在其早期的几十年中在学校和社会中发挥了更大的作用。政治思想和浪漫生态这两种其他形式的生态思想影响了学生学习生物与环境之间关系的各种方式。在学校中,科学生态学和浪漫生态学是该学科在1900-1920年课程中的主要形式,但是在1920到1950年之间,基于应用项目学习的课程发展趋势促使政治生态学在此期间占主导地位。在第二次世界大战之后的几年中,冷战冲突在使人们更加重视学科学习方面发挥了关键作用。这影响了整个学科的课堂教学,包括生态学。政策制定者的反应是朝着学科重点的转移和应用科学课程的减少。在1945年至1960年之间,一些科学教育的领导人还呼吁在生态形式之间进行更多的思想交流。自1963年瑞秋·卡森(Rachel Carson)的《寂静的春天》(Silent Spring)和以生态为主题的高中教科书BSCS Green出版以来,跨生态形式的协作成为现实。当教师,教科书作者和其他学者对整合科学和政治生态学表现出更大的兴趣时,出现了一种新的综合方法。自从1960年代中期的这些发展以来,学校中维持生态的确切程度尚不清楚。有证据表明,公众话语中对生态学思想的热情有所减弱,但它已成为高中科学课程中被广泛接受的一部分。自1980年以来,有必要对20世纪末的几十年进行进一步研究,以追踪生态学课堂教学的趋势。此类研究可以检验生态学在学校课程中的维持程度以及与之相关的课堂生态学的性质。本文所考虑的三种形式。

著录项

  • 作者

    Laubach, Stephen A.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education History of.;Environmental Studies.;Education Environmental.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:41:12

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