653
Views
21
CrossRef citations to date
0
Altmetric
Articles

Systemic ecological illiteracy? Shedding light on meaning as an act of thought in higher learning

&
Pages 353-373 | Received 27 Dec 2010, Accepted 01 Sep 2011, Published online: 04 Nov 2011

References

  • Akerlind , G.S. 2008 . A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning . Teaching in Higher Education , 13 : 633 – 644 .
  • Andrews , K.E. , Tressler , K.D. and Mintzes , J.J. 2008 . Assessing environmental understanding: An application of the concept mapping strategy . Environmental Education Research , 14 : 519 – 536 .
  • Ashton , P.T. and Webb , R.B. 1986 . Making a difference: Teachers’ sense of efficacy and student achievement , New York , NY : Longman .
  • Assaraf , O.B. and Orion , N. 2005 . Development of system thinking skills in the context of earth system education . Journal of Research in Science Teaching , 42 ( 5 ) : 518 – 560 .
  • Atkinson , P. and Hammersley , M. 2007 . Ethnography: Principles and practice , 3rd ed. , New York , NY : Routledge .
  • Ausubel , D.P. 1968 . Educational psychology: A cognitive view , New York , NY : Holt, Rinehard and Winston, Inc .
  • Ballantyne , R. and Packer , J. 2009 . Introducing a fifth pedagogy: Experience-based strategies for facilitating learning in natural environments . Environmental Education Research , 15 ( 2 ) : 243 – 262 .
  • Bamberg , S. and Moser , G. 2007 . Twenty years after Hines, Hungerford and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour . Journal of Environmental Psychology , 27 ( 1 ) : 14 – 25 .
  • Berg , B.L. 2001 . Qualitative research methods for the social sciences , Boston , MA : Allyn and Bacon .
  • Beuthe , C. and Smallwood , J. 1987 . Teachers’ environmental literacy: Check and recheck, 1975–1985 . Journal of Environmental Education , 18 ( 3 ) : 39 – 42 .
  • Brookfield , S.D. 2006 . The skillful teacher , San Francisco , CA : Jossey-Bass .
  • Bruner , J. 1990 . Acts of meaning , Cambridge , MA : Harvard University Press .
  • Bryce , R. 2010 . Power hungry , New York , NY : Public Affairs .
  • Calvo , P. and Gomila , A. , eds. 2008 . Handbook of embodied cognition , San Diego , CA : Elsevier .
  • Christensen Hughes , J. and Mighty , J. , eds. 2010 . Taking stock: Research on teaching and learning in higher education , Montreal : McGill Queen’s University Press .
  • Davis , B. and Sumara , D.J. 2005 . Challenging images of knowing: Complexity science and educational research . International Journal of Qualitative Studies in Education , 18 ( 3 ) : 305 – 321 .
  • Davis , B. and Sumara , D. 2007 . Complexity science and education: Reconceptualizing the teacher’s role in learning . Interchange , 39 ( 1 ) : 53 – 67 .
  • Denzin , N.K. and Lincoln , Y.S. , eds. 2005 . Handbook of qualitative research , 3rd ed. , Thousand Oaks , CA : Sage .
  • Derry , S.J. 1996 . Cognitive schema theory in the constructivist debate . Educational Psychologist , 31 : 163 – 174 .
  • Disinger, J.F. & Roth, C.E. (1992). Environmental literacy. ERIC Clearinghouse for Science and Environmental Education, ED351201.
  • Egan , K. 2005 . An imaginative approach to teaching , San Franciso , CA : Jossey-Bass .
  • Eilam , E. and Trop , T. 2011 . ESD pedagogy: A guide for the perplexed . The Journal of Environmental Education , 42 ( 1 ) : 43 – 64 .
  • Enochs , L.G. , Scharmann , L.C. and Riggs , I.M. 1995 . The relationship of pupil control of preservice elementary science teacher self-efficacy and outcome expectancy . Science Education , 79 : 63 – 75 .
  • Entwistle , N. 1997 . Reconstituting approaches to learning: A response to Webb . Higher Education , 33 ( 2 ) : 213 – 218 .
  • Entwistle , N. 2010 . “ Taking stock: An overview of key research findings ” . In Taking stock: Research on teaching and learning in higher education , Edited by: Christensen Hughes , J. and Mighty , J. 15 – 57 . Montreal : McGill Queen’s University Press .
  • Gabora , L. , Rosch , E. and Aerts , D. 2008 . Toward an ecological theory of concepts . Ecological Psychology , 20 : 84 – 116 .
  • Gagnon , G.W. and Collay , M. 2006 . Constructivist learning design , Thousand Oaks , CA : Sage .
  • Gibson , S. and Dembo , M. 1984 . Teacher efficacy: A construct validation . Journal of Educational Psychology , 76 : 569 – 582 .
  • Giordan , A. , Jacquement , S. and Golay , A. 1999 . A new approach for patient education: Beyond constructivism . Patient Education and Counseling , 38 : 61 – 67 .
  • Hedegaard , M. and Chaiklin , S. 2005 . Radical-local Teaching and Learning , Oxford : Aarhus University Press .
  • Heimlich , J.E. and Ardoin , N.M. 2008 . Understanding behavior to understand behavior change: A literature review . Environmental Education Research , 14 ( 3 ) : 215 – 237 .
  • Hsieh , H.F. and Shannon , S.E. 2005 . Three approaches to qualitative content analysis . Qualitative Health Research , 15 ( 9 ) : 1277 – 1288 .
  • Hungerford , H.R. and Tomera , A.N. 1987 . Analysis and synthesis of research on responsible environmental behaviour. A meta-analysis . Journal of Environmental Education Research , 18 ( 2 ) : 1 – 8 .
  • Kauffman , S. 2008 . Reinventing the sacred: A new view of science, reason and religion , New York , NY : Basic Books .
  • Knapper , C. 2010 . “ Changing teaching practice: Barriers and strategies ” . In Taking stock: Research on teaching and learning in higher education , Edited by: Christensen Hughes , J. and Mighty , J. 229 – 242 . Montreal : McGill Queen’s University Press .
  • Kollmus , A. and Agyeman , J. 2002 . Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? . Environmental Education Research , 8 ( 3 ) : 239 – 260 .
  • Loyens , S.M. and Gijbels , D. 2008 . Understanding the effect of constructivist learning environments . Instructional Science , 36 : 351 – 357 .
  • Marton , F. and Saljo , R. 1976 . On qualitative differences in learning, outcome and process I and II . British Journal of Educational Psychology , 4 : 4 – 11 . 115–127
  • Meyer , J.H.F. 2010 . “ Helping our students: Learning, metalearning, and threshold concepts ” . In Taking stock: Research on teaching and learning in higher education , Edited by: Christensen Hughes , J. and Mighty , J. 191 – 213 . Montreal : McGill-Queen’s University Press .
  • Mezirow , J. 2000 . Learning as transformation: Critical perspectives on a theory in progress , San Francisco , CA : Jossey-Bass .
  • Mintzes , J.J. , Wandersee , J.H. and Novak , J.D. , eds. 2005 . Teaching science for understanding: A human constructivist view , Burlington , MA : Elsevier Academic Press .
  • Mohan , L. , Chen , J. and Anderson , W. 2009 . Developing a multi-year learning progression for carbon cycling in socio-ecological systems . Journal of Research in Science Teaching , 46 ( 6 ) : 675 – 698 .
  • Moon , J.A. 2005 . Reflection in learning and professional development: Theory and practice , 2nd ed. , London : Kogan Page .
  • Novak, J. D., and A. Cañas, J. (2008). The theory underlying concept maps and how to construct them. Technical report IHMC CmapTools 2006–01 Rev 01–2008, Florida Institute for Human and Machine Cognition. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf (accessed May 1, 2011).
  • O’Donoghue , T. and Punch , K. 2003 . Qualitative educational research in action: Doing and reflecting , New York , NY : Routledge .
  • Ontario Ministry of Education . 2008a . Science, the Ontario curriculum, grades 9 and 10 , Toronto : Queen’s Printer for Ontario .
  • Ontario Ministry of Education . 2008b . Science, the Ontario curriculum, grades 11 and 12 , Toronto : Queen’s Printer for Ontario .
  • Ontario Ministry of Education . 2009 . Acting today, shaping tomorrow , Toronto : Queen’s Printer for Ontario .
  • Orr , D.W. 1992 . Ecological literacy: Education and the transition to a postmodern world , Albany , NY : Suny .
  • Pass , S. 2004 . Parallel paths to constructivism: Jean Piaget and Lev Vygotsky , Greenwich , CT : IAP .
  • Patton , M.Q. 2002 . Qualitative research and evaluation methods , Thousand Oaks , CA : Sage .
  • Prosser , M. and Trigwell , K. 1999 . Understanding learning and teaching: The experience in higher education , Philadelphia , PA : Open University Press .
  • Puk , T.G. 2010 . Transforming the ecological self: Stop peeing in the drinking water , Thunder Bay : Lakehead University .
  • Puk , T. and Stibbards , A. 2010 . Ecological concept development in preservice teacher-candidates: Opaque empty shells . International Journal of Environmental and Science Education , 5 ( 4 ) : 461 – 476 .
  • Puk , T. and Stibbards , A. 2011 . Growth in ecological concept development in higher learning: The discerning teacher . International Journal of Environmental and Science Education , 6 ( 3 ) : 191 – 211 .
  • Ritter, A. 2011. Ecological concept development at the elementary school level. Unpublished master’s thesis.
  • Robinson , F.G. , Ross , J. and White , F. 1985 . Curriculum development for effective instruction , Toronto : OISE Press .
  • Rosch , E. 1999 . Reclaiming concepts . Journal of Consciousness Studies , 6 : 61 – 78 .
  • Roth , W.M. 2006 . Toward a dialectical notion and praxis of scientific literacy . Journal of Curriculum Studies , 39 : 377 – 398 .
  • Ruiz-Mallen , I. , Barraza , L. , Bodenhorn , B. and Reyes-Garcia , V. 2009 . Evaluating the impact of an environmental education programme: Am empirical study . Environment Education Research , 15 ( 3 ) : 371 – 387 .
  • Russell , C.L. 2003 . “ Minding the gap between methodological desires and practice ” . In OISE Papers in STSE Education , Edited by: Hodson , D. Vol. 4 , 125 – 134 . Toronto : University of Toronto Press .
  • Shayer , M. 2003 . Not just Piaget: Not just Vygotsky, and certainly not Vygotsky as an alternative to Piaget . Learning and Instruction , 13 : 465 – 485 .
  • Stibbards , A. and Puk , T. 2011 . The efficacy of ecological macro-models in preservice teacher education: Transforming states of mind . Applied Environmental Education and Communication , 10 : 20 – 30 .
  • Thelan , E. , Schoner , G. , Scheier , C. and Smith , L.B. 2001 . The dynamics of embodiment: A field theory of infant perseverative reaching . Behavioural and Brain Sciences , 24 : 1 – 86 .
  • Trigwell , K. and Prosser , M. 2004 . Development and use of the approaches to teaching inventory . Educational Psychology Review , 16 : 409 – 424 .
  • Vygotsky , L.S. 1962 . Thought and language , Cambridge : MIT Press .
  • Vygotsky , L.S. 1978 . Mind in society: The development of higher psychological processes , Cambridge , MA : Harvard University Press .
  • Vygotsky , L.S. 1987 . “ Development of scientific concepts ” . In The collected works of L.S. Vygotsky , Edited by: Rieber , R.W. and Carton , A.S. 167 – 241 . New York , NY : Plenum Press .
  • Wandersee , J.H. , Mintzes , J.J. and Novak , J.D. 1994 . “ Research on alternative conceptions in science ” . In Handbook of research on science teaching and learning , Edited by: Gabel , D.L. 177 – 210 . New York , NY : MacMillan .
  • Wieman , C. 2010 . “ Why not try a scientific approach to teaching? ” . In Taking stock: Research on teaching and learning in higher education , Edited by: Christensen Hughes , J. and Mighty , J. 175 – 190 . Montreal : McGill-Queen’s University Press .
  • Wilson , M. 2002 . Six views of embodied cognition . Psychonomic Bulletin and Review , 9 : 625 – 636 .
  • Woolfolk , A.E. and Hoy , W.K. 1990 . Prospective teachers’ sense of efficacy and beliefs about control . Journal of Educational Psychology , 82 : 81 – 91 .
  • Yavetz , B. , Goldman , D. and Pe’er , S. 2009 . Environmental literacy of pre-service teachers in Israel: A comparison between students at the onset and end of their studies . Environmental Education Research , 15 ( 4 ) : 393 – 415 .
  • Zhang , Y. and Wildemuth , M. 2009 . “ Qualitative analysis of content ” . In Applications of social research methods to questions in information and library science , Edited by: Wildemuth , B. 308 – 319 . Westport , CT : Libraries Unlimited .
  • Zhou , G. , Nocente , N. and Brouwer , W. 2008 . Understanding student cognition through an analysis of their preconceptions in physics . The Alberta Journal of Educational Research , 54 ( 1 ) : 14 – 29 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.