Abstract: This study examined how placemaking curricula shaped teacher candidate (candidate) knowledge, dispositions, and skills to understand, appreciate, and sustain local diversity, as evidenced through candidate reflections and products created in an elementary teacher education course integrating civic science concepts and practices into elementary classrooms. This study explored how placemaking curricula engaged community stakeholders in meaningful shared inquiry on real-world challenges, while meeting state science education standards. Placemaking inquiry projects developed by candidates focused on soil and water conservation, and sustaining diversity in schoolyard spaces. Curricula engaged candidates in learning soil and water conservation techniques from local farmers and conservation leaders, then developing and sharing co-authored civic science children’s books on conservation topics aligned to grade-level standards. As further placemaking curricula, candidates partnered with elementary teachers and students to guide schoolyard observations, designs, and models constructed to sustain diverse abilities, cultures, and ecologies. Presentations to parents and peers celebrated shared insights.
Continue ReadingPDF:WheelerJSESpring2014 Key Words: State of the Field; Sustainability Education, State of Washington, Standards WA State K-12 Integrated Environmental and Sustainability Standards Standard 1: Ecological, Social, and Economic Systems Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the […]
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