Original Papers

Let’s save the bees! An environmental activism initiative in elementary school.


Abstract


Science education research emphasizes the need to engage students in socio-scientific issues, empowering them to act in a substantiated manner. This study aims to understand the potential of a collective action initiative, focused on the decreasing honey production issue, and on the students’ empowerment for action. A qualitative research methodology was used with an interpretative stance. The participants were 26 3rd grade students and their teacher. Data was collected from the students written documents, and through an interview with the teacher. Results show that students’ engagement in collective action focused on the decreasing honey production issue, required them to mobilize their scientific knowledge to support their actions, as well as the development of several other competences. Students also became aware of the importance, for every citizen, to substantiate their knowledge in order to act, that acting is crucial to overcome issues that may persist and impact future generations, and that only by engaging in action can change take place. Another highlight was the students’ strong engagement in collective action, allowing them to raise awareness this issue in their local community.


Full Text:

PDF


DOI: http://dx.doi.org/10.13135/2384-8677/2772

References


Bencze, J., & Sperling, E. (2012). Student Teachers as Advocates for Student-Led Research-Informed Socioscientific Activism. Canadian Journal of Science, Mathematics and Technology Education, 12(1), 62-85.

Bencze, L. (2011). Science education as/for consumerism. Journal for Activism in Science & Technology Education, 3(2), 44-51.

Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação: Uma introdução à teoria e aos métodos. Porto: Porto Editora.

Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittroch (Ed.), Handbook of research on teaching. New York, NY: Macmillan.

Gray, D., Colucci-Gray, L. & Camino, E. (Eds) (2009). Science, society and sustainability: Education and empowerment for an uncertain world. London: Routledge Research.

Hodson, D. (2003). Time for action: Science education for an alternative future. International journal of science education, 25(6), 645–670.

Hodson, D. (2014). Becoming part of the solution: Learning about activism, learning through activism, learning from activism In S. Alsop & L. Bencze (Eds.), Activism in science and technology education (pp. 67-98). London: Springer.

Jürgensen, A. (2003). Education for sustainability. Developing a sustainable strategy for Zákolany school. Master thesis. The International Institute for Industrial Environmental Economics, Suécia.

Kruger, L. E., & Shannon, M. A. (2000). Getting to know ourselves and our places through participation in civic social assessment. Society and Natural Resources, 13, 461–478.

Lavonen, J., Byman, R., Juuti, K., Meisalo, V., & Uitto, A. (2005). Pupil interest in physics: a survey in Finland. Nordina, 2, 72–85.

Lederman, N. (2006). Sintax of natureof science within inquiry and science instruction. In L. Flick and N. Lederman (eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 301-318). Dordrecht, Springer.

Marques, A. R., & Reis, P. (2017). Research-Based Collective Activism Through the Production and Dissemination of Vodcasts About Environmental Pollution in the 8th Grade. Sisyphus – Journal of Education, 5(2), 116-137.

OECD (2005). The definition and selection of key competences. Executive Summary. Paris: OECD.

Reis, P. (2013). Da discussão à ação sociopolítica sobre controvérsias sócio-científicas: uma questão de cidadania [From discussion to socio-political action about socioscientific issues: a question of citizenship]. Ensino de ciências e tecnologia em revista, 3(1), 1-10.

Reis, P. (2014). Promoting students’ collective socio-scientific activism: Teacher’s perspectives. In S. Alsop & L. Bencze (Eds.), Activism in science and technology education (pp. 547-574). London: Springer.

Schwartz, R.S., Lederman, N., & Crawford, B. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science education 88(4), 610-645.

The Earth Charter Initiative (2000). The Earth Charter. San José: Author.

Tulloch, A., Hugh, P., Possingham, H., Joseph, L., Szabo, J. , & Martin, T. (2013). Realising the full potential of citizen science monitoring programs, Biological Conservation, 165, 128–138.

Trumper, R. (2006). Factors affecting junior high school students’ interest in biology. Science Education International, 17(1), 31–48.

UN (2013). Global sustainable development report. Retrieved on June 2013 from http://sustainabledevelopment.un.org/index.php?menu=1621


Refbacks

  • There are currently no refbacks.