Teachers and Students Use of Systems Thinking about Their Participation in School Environmental Clubs

Autor/in	Beach, Richard
Titel	Teachers and Students Use of Systems Thinking about Their Participation in School Environmental Clubs
Quelle	In: Journal of Adolescent & Adult Literacy, 67 (2023) 1, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beach, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1299
Schlagwörter	English Teachers; High School Students; Environmental Education; Clubs; Student Participation; Teacher Participation; Systems Approach; Cognitive Processes; Student Role; Teacher Role; Beliefs; Discourse Analysis; Conservation (Environment) + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Club; Klub; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Systemischer Ansatz; Cognitive process; Kognitiver Prozess; Lehrerrolle; Belief; Glaube; Diskursanalyse; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	This report describes a study of three English teachers' and three students' participation in two high school environment clubs. Teachers' and students' interview perceptions were analyzed based a critical inquiry systems thinking framework involving inferences of purposes, outcomes, norms, and beliefs/discourses constituting energy/transportation, agriculture/food production, and economic systems impacts on climate change. Interviews were also analyzed in terms of teachers and students assuming roles in club projects and their use of tools mediating their participation in these projects. Teachers and students critiqued the purposes of systems as leading to negative climate change outcomes, as well as norms and beliefs/discourses justifying these systems. They also assumed roles related to fostering sustainability practices, including planting school gardens, supporting recycling/composting, and using tools to inform audiences about their activities. Literacy teachers can draw on the systems thinking framework for general instruction about systems impacting climate change. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01