Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning

Persistent Link:
http://hdl.handle.net/10150/195230
Title:
Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning
Author:
Yan, Baohua
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
Type:
text; Electronic Dissertation
Keywords:
curriculum integration; earth education; environmental learning; environmental literacy; holistic design; real-world experience
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Johnson, Bruce

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleConnecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learningen_US
dc.creatorYan, Baohuaen_US
dc.contributor.authorYan, Baohuaen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIntegrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectcurriculum integrationen_US
dc.subjectearth educationen_US
dc.subjectenvironmental learningen_US
dc.subjectenvironmental literacyen_US
dc.subjectholistic designen_US
dc.subjectreal-world experienceen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorJohnson, Bruceen_US
dc.contributor.committeememberArenas, Albertoen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.identifier.proquest10441en_US
dc.identifier.oclc659752073en_US
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