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Science Education for Environmental Education? Primary Teacher Perspectives and Practices
Author(s) -
Littledyke Michael
Publication year - 1997
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192970230507
Subject(s) - environmental education , curriculum , science education , perspective (graphical) , pedagogy , social science education , psychology , sociology , medical education , medicine , artificial intelligence , computer science
This article presents the results of a survey of primary managers and teachers to assess the relationships between experience, attitudes and practice in science and environmental education. Analysis, from a concerns theory perspective, shows that science, by virtue of its high National Curriculum status, has progressed to collaborative and refocusing concerns with substantial management support, whilst environmental education, in spite of perceived importance, remains at the status of personal concerns, due to insufficient pragmatic management support and pressure to cover National Curriculum subject content. Four broad groups of attitudes towards science and environmental education are identified which highlight the relationship between experience, attitudes, practices and views of science and corresponding practices and attitudes relating to environmental issues and education. The significance of this to science and environmental education is discussed.