George E. Glasson

Sustainability Science Education in Africa: Negotiating indigenous ways of living with nature in the third space

In response to global climate change, loss of biodiversity, and the immense human impact on the carrying capacity of the earth systems, attention has been given to sustainable development worldwide. In this paper, we explore the emerging field of sustainability science within the context of the socio‐cultural milieu of Malawi, a sub‐Saharan African country. Through interviews in vernacular languages and observations in the field, our research explores how traditional agriculture practices of African elders may contribute to the sustainability of the environment and culture in Africa. Findings indicate that traditional farmers and food preservationists choose to practice indigenous ways of living with nature to live sustainably in a globalized economy. Further discussion elucidates how merging worldviews and hybridized knowledge and languages can be leveraged to create a third space for dialogue and curriculum development by connecting indigenous ways of living with Eurocentric science.

Epistemological undercurrents in scientists' reporting of research to teachers

Our investigation focused upon how scientists, from both a practical and epistemological perspective, communicated the nature and relevance of their research to classroom teachers. Six scientists were observed during presentations of “cutting-edge” research at a conference for science teachers. Following the conference, these scientists were interviewed to discern how each perceived the nature of science, technology, and society in relation to his particular research. Data were analyzed to determine the congruence and/or dissimilarity in how scientists described their research to teachers and how they viewed their research epistemologically. We found that a wide array of scientific methodologies and research protocols were presented and that all the scientists expressed links between their research and science–technology–society (STS) issues. When describing their research during interviews, the scientists from traditional content disciplines reflected a strong commitment to empiricism and experimental design, whereas engineers from applied sciences were more focused on problem-solving. Implicit in the data was a commitment to objectivity and the tacit assumption that science may be free of values and ethical assumptions. More dialogue is recommended between the scientific community, science educators, and historians/philosophers of science about the nature of science, STS, and curriculum issues.

Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices

A profit motive of the colonial system stole respect of nature from the culture of Africans. Animals were hunted and killed with no thought for the future. Bushes were cleared for tea plantations, and a new system of agriculture [was established] based on monoculture. Arable cropping was introduced which later ensured ecological degradation (cited in Glasson et al. 2006, p. 671).

Is There an App for That? Connecting Local Knowledge with Scientific Literacy

Mobile digital technologies, including laptops, tablet PCs, and smartphones, are used increasingly for communication, social networking, navigation, research, and documenting everyday life events. Thousands of application software (i.e., Apps) can be downloaded on electronic devices to assist in performing specific tasks such as cooking, birding, blazing a trail, sailing, recording music, and so forth. An important challenge for educators is to explore ways for enhancing classroom instruction, student learning, and achievement through these technologies. In the field of environmental education, there is a trend towards connecting local community knowledge with scientific literacy. Is there an App for that? This chapter explores environmental education projects that employ the use of emerging digital technologies and software applications to help students from diverse cultures connect local knowledge and practices with scientific literacy. After discussing the goal of achieving scientific literacy for all students in the K-12 schools, place-based education projects as part of the GLOBE Program and other projects in Africa and Thailand are discussed to demonstrate how digital technologies can be used to facilitate science learning, curriculum development, and authentic assessment.

Nano2Earth: Incorporating Cutting-edge Research into Secondary Education Through Scientist-Educator Partnerships

Agencies such as the National Science Foundation have identified as a priority the incorporation of cutting-edge research into secondary science curriculum. The Nano2Earth project, a component of an NSF-sponsored nanoscale science and technology research program, provides an example of how scientist-educator partnerships have been essential in the production of classroom materials designed for secondary school students that incorporate cutting-edge research. Nano2Earth uses groundwater quality as a framework for the introduction and application of nanoscience and nanotechnology through teacher resources and lesson plans. Scientist-educator partnerships were formed to bridge the knowledge and culture gap between research and secondary education, develop proxies for advanced technologies for classroom activities, and address national and state standards. The development of the Nano2Earth project is evaluated within the framework of criteria for successful scientist-educator partnerships drawn from the literature. The involvement of graduate students provides a means to accomplish project goals, in addition to preparing a future generation of scientists and educators who are more prepared to address the broader impacts of their disciplines.

Learning Mathematics and Earth System Science…Via Satellite

As humans continue to subject the global environment to greater levels of stress and demand, it is paramount that young children appreciate the significance and interdependent nature of the Earth system. We describe and explore the potential impact of one curriculum program, Earth Systems Connections (ESC), upon student learning and engagement. ESC aims to provide integrated learning opportunities for K-5 students across a diverse range of cultural backgrounds that will help them: 1) recognize the interconnected nature of the Earths systems; 2) appreciate the technological tools (e.g. remote sensing imagery and analysis techniques) that scientists use to conduct Earth system science; 3) recognize the extent to which mathematics, science, and technology are not only connected to each other, but also can help to understand natural phenomena; and 4) cultivate a spirit of curiosity and confidence in themselves as emerging thinkers and scientists who will be responsible for setting research and policy priorities in the decades to come. Empirical evidence indicates that the use of satellite imagery and other rich pedagogical contexts within the ESC curriculum are effective means of elaborating mathematics and science topics for young children and their teachers.

Section Editorial – Ponder This: Can Ecojustice Education Go Mainstream?

A successful place-based STEM education professional development program in rural Thailand prepared teachers to meet Thai National Curriculum standards through problem-based learning that connected to the local culture and community needs. This project engaged children as youth scientists as they investigated place-based ecojustice issues in their local community. The outcomes of this project are compared to the status of STEM education in southeast Asia, as reported in The Association of Southeast Asian Nations (ASEAN) Roundtable Meeting in January 2013, sponsored by the Institute for Promoting Science Teaching and Technology in Thailand. The meeting was designed to address the need to develop a Science-Technology-Engineering-Mathematics (STEM) workforce in ASEAN countries through world-class, quality STEM Education. During the meeting, n assessment of the status of STEM Education in eleven countries was reported. Although preparing a scientifically literate workforce was considered important; many students in rural areas do not have access to technology or resources to learn STEM subjects. Teachers are not prepared to engage students in scientific problem solving as related to sustainability issues in local communities. A rationale for promoting ecojustice education in marginalized communities is provided by analyzing The Next Generation Science Standards (National Research Council, Next generation science standards. National Academy Press, Washington, DC, 2013). Relevant standards require students to make ethical decisions as they investigate local sustainability issues that are connected to global climate change. Ecojustice education requires authentic assessments that are aligned with both the standards and issues that impact the local community.