Connecting Environmental Literacy With Student-Teacher Relationships to Support Early Career Science Teachers

• In Event: Teacher and Teacher Education Research in Environmental Education

Abstract

This study aims to look holistically at how early career science teachers develop their practices, and thus how they can best be supported to focus on environmental literacy. The results from observing, talking with and collecting documents from five early-career science teachers, reveals that the importance they placed on relationships with students, and how this translated into a focus on relevant curriculum, such as issues of science, technology, society, and environment. Thus, a greater focus on STSE in conjunction with the current "leave not child inside" movement may be more productive in working toward environmental literacy.

Author

• Kelly E. Grindstaff, Empire State College - SUNY