("un")Doing the Next Generation Science Standards: Climate Change Education Actor-Networks in Oklahoma

Autor/inn/en	Colston, Nicole M.; Ivey, Toni A.
Titel	("un")Doing the Next Generation Science Standards: Climate Change Education Actor-Networks in Oklahoma
Quelle	In: Journal of Education Policy, 30 (2015) 6, S.773-795 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1011711
Schlagwörter	Science Education; Academic Standards; Climate; Educational Policy; Social Theories; Controversial Issues (Course Content); Teacher Surveys; Participant Observation; Archives; Data Collection; Educational Change; Barriers; Policy Analysis; Semi Structured Interviews; Mixed Methods Research; Questionnaires; Oklahoma + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Klima; Politics of education; Bildungspolitik; Gesellschaftstheorie; Controversial issues; Kontroverse; Teilnehmende Beobachtung; Archivwesen; Archiv; Data capture; Datensammlung; Bildungsreform; Politikfeldanalyse; Fragebogen
Abstract	This exploratory research investigated how science education communities of practice in Oklahoma engage in translations of climate change education (CCE). Applications of actor-network theory to educational policymaking facilitate this analysis of the spaces of prescription and spaces of negotiation that characterize CCE in Oklahoma. Informed by key informant interviews with science education stakeholders and a survey of secondary science teachers, the results reported the perceived barriers to science education reform faced by educators in Oklahoma. Revisions of the state Priority Academic Science Standards (PASS) based on the nationally developed Next Generation Science Standards (NGSS) emerged as a possible node of action in the advancement of climate science education in public schools. However, entanglements with historical contestations over evolution characterize the negotiation of standards revisions and suggest that climate change concepts may indeed be erased or muted. This research contributes to the emerging body of educational studies and policy research focused on the potential of the NGSS to increase CCE efforts in public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01