Embedding environmental education within secondary science curriculum presents both
philosophical and practical difficulties for teachers. This ethnographic/narrative study, with its methodology grounded in eco-feminism and realism/constructivism, examines the work of six secondary science teachers as they engage in an action research project focused on merging
environmental education in their science lessons. Over the course of several months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, eight propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the
study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/24887 |
| Date | 01 September 2010 |
| Creators | Steele, Astrid |
| Contributors | Wallace, John |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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