Abstract
In this chapter, we discuss the nature of domain-specific new literacy and ways of its integration into the core disciplinary curriculum. We have chosen environmental literacy as an example, but this logic of description can be applied to any other domain-specific literacy—financial literacy, health literacy, civic literacy, etc. Like other kinds of domain-specific literacy, environmental literacy embraces both an initial set of specific knowledge, and ultimately sustainable behavior. We also look into what schools can do to foster this kind of literacy.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
- 3.
- 4.
- 5.
- 6.
- 7.
- 8.
- 9.
According to the monitoring of enrolment to Russian universities: http://ege.hse.ru
References
Aguirre-Bielschowsky I, Freeman C, Vass E (2012) Influences on children’s environmental cognition: a comparative analysis of New Zealand and Mexico. Environ Educ Res 18(1):91–115. https://doi.org/10.1080/13504622.2011.582093
Archer M (2000) Being human: the problem of agency. Cambridge University Press, New York
Breiting S, Wickenberg P (2010) The progressive development of environmental education in Sweden and Denmark. Environ Educ Res 16(1):9–37. https://doi.org/10.1080/13504620903533221
Burlbaw LM, Ortwein MJ, Williams JK (2013) The project method in historical context. In: Capraro RM, Capraro MM, Morgan JR (eds) STEM project-based learning. Sense Publishers, Rotterdam
Chu SKW et al (2017) 21st century skills development through inquiry-based learning. Springer, Singapore
Colburn A (2000) An inquiry primer. Sci Scope 23(6):42–44
Crager RL, Spriggs AJ (1972) The development of concepts: a manual for the test of concept utilization. Western Psychological Services, Los Angeles, 1977 printing
Cutter-Mackenzie A, Smith R (2003) Ecological literacy: the ‘missing paradigm’ in environmental education (part one). Environ Educ Res 9(4):497–524. https://doi.org/10.1080/1350462032000126131
Davies P, Mangan J (2006) Embedding threshold concepts: from theory to pedagogical principles to learning activities. Paper presented at the threshold concepts within the disciplines symposium, Glasgow, 30th August–September 1st 2006. https://pdfs.semanticscholar.org/9192/e37e7d64aeb2c23b6ba83ff83e75a5bf4c62.pdf
EC (2016) Validation of non-formal MOOC-based learning. European Commission. JRC science for policy report. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
Erickson L (2002) Concept-based curriculum and instruction: teaching beyond the facts. Corwin Press, Thousand Oaks, CA
Erickson L, Lanning L (2014) Transitioning to concept-based curriculum and instruction: how to bring content and process together. Corwin, Thousand Oaks, CA
Frayer DA, Klausmeier HJ (1971) Variables in concept learning: task variables. Madison, Wisconsin Research and Development Center for Cognitive Learning
Ivanova LY (2017) Ekologicheskoe obrazovanie i obrazovanie dlia ustoychivogo razvitia v rossiiskoy shkole. Institute of Sociology of the Russian Academy of Sciences 8(4):91–112. https://doi.org/10.19181/vis.2017.23.4.483 (in Russian)
Jensen BB, Schnack K (1997) The action competence approach in environmental education. Environ Educ Res 3(2):163–178. https://doi.org/10.1080/1350462970030205
Jordan K, Tracy F, Johnstone K (2011) Threshold concepts as focal points for supporting student learning. Biosci Educ 18(1):1–7. https://doi.org/10.3108/beej.18.3
Jóhannesson IA, Norðdahl K, Óskarsdóttir G, Pálsdóttir A, Pétursdóttir B (2011) Curriculum analysis and education for sustainable development in Iceland. Environ Educ Res 17(3):375–391. https://doi.org/10.1080/13504622.2010.545872
Kessler JH, Galvan PM (2007) Inquiry in action: investigating matter through inquiry, 3rd edn. American Chemical Society, Washington, DC
Kidman G, Casinader N (2017) Inquiry-based teaching and learning across disciplines. Palgrave Pivot, London
King CM, Mattox SR (2007) Learning through inquiry: weaving science with thinking and literature. Christopher-Gordon, Norwood, MA
Kyburz‐Graber R (1999) Environmental education as critical education: how teachers and students handle the challenge. Camb J Educ 29(3):415–432. https://doi.org/10.1080/0305764990290310
Langford P (1987) Concept development in the secondary school. Croom Helm, London, New York
Loukola M-L, Isoaho S, LindstrÖm K (2001) Education for sustainable development in Finland. http://www.varam.gov.lv/lat/darbibas_veidi/vides_izglitiba/files/text/Darb_jomas/vid_izgl/1_vadlin_citi/9_ESD_in_Finland%20.pdf
Martorella PH (1971) Concept learning in the social studies; models for structuring curriculum. Intext Educational Publishers, Scranton
Martorella PH (1972) In: Jensen RS, Kean JM, Voelker AM (eds) Concept learning; designs for instruction. Scranton, Intext Educational Publishers
McKeown-Ice R, Dendinger R (2000) Socio-political-cultural foundations of environmental education. J Environ Educ 31(4):37–45. https://doi.org/10.1080/00958960009598650
Merrill MD, Tennyson RD, Posey LO (1992) Teaching concepts: an instructional design guide, 2nd edn. Educational Technology Publications, Englewood Cliffs, NJ
Meyer JHF, Land R (2003) Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising. In: Rust C (ed) Improving student learning—theory and practice ten years on. Oxford Centre for Staff and Learning Development (OCSLD), Oxford, pp 412–424
Meyer JHF, Land R (2005) Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. High Educ 49(3):373–388
Morgan A (1983) Theoretical aspects of project-based learning in higher education. Br J Edu Technol 14(1):66–78
NAEE (2015) In: Green J (ed) The environmental curriculum: opportunities for environmental education across the national curriculum for England. Early Years Foundation Stage & Primary. http://naee.org.uk/wp-content/uploads/2015/06/NAEE_The_Environmental_Curriculum.pdf
NRC (2000) Inquiry and the national science education standards: a guide for teaching and learning. National Research Council. The National Academies Press, Washington, DC. https://doi.org/10.17226/9596
NRC (2005) How students learn: science in the classroom/National Research Council. The National Academies Press, Washington, DC. https://doi.org/10.17226/11102
Novak JD, Cañas AJ (2009) The development and evolution of the concept mapping tool leading to a new model for mathematics education. In: Afamasaga-Fuata'i K (ed) Concept mapping in mathematics. Springer, Boston, MA
Ontario (2017) Environmental education: scope and sequence of expectations. Grades 9–12. Ontario Ministry of Education. http://www.edu.gov.on.ca/eng/curriculum/secondary/environmental_ed_9to12_eng.pdf
Paredes-Chi AA, Viga-de Alva M-D (2018) Environmental education (EE) policy and content of the contemporary (2009–2017) Mexican national curriculum for primary schools. Environ Educ Res 24(4):564–580. https://doi.org/10.1080/13504622.2017.1333576
Payne PG (2006) Environmental education and curriculum theory. J Environ Educ 37(2):25–35. https://doi.org/10.3200/JOEE.37.2.25-35
Ranzijn FJA (1990) The instructional design for the acquisition of concepts. Thesis Publishers, Amsterdam
Rousell D, Cutter-Mackenzie-Knowles A (2019) A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geograph. https://doi.org/10.1080/14733285.2019.1614532
Russell TJ, Sia APC (eds), Science and mathematics concept learning of Southeast Asian children: pilot project: second report on phase two, 1978 to 1979. Glugor, Penang, SEAMEO-RECSAM, Malaysia, c1980
Seel NM (2003) Psychologie des Lernens, 2nd edn. Reinhardt, München
Sherman D (2008) Sustainability: what’s the big idea? Sustainability 1(3). http://mobilizingstem.wceruw.org/documents-June/Sherman%20SustainabilityTheBigIdea.pdf
Smith VJ (2014) Educating for environmental literacy: the environmental content of the NSW science syllabuses, student conceptions of the issues and educating for the new global paradigm. Thesis is presented for the Degree of Doctor of Science Education of Curtin University
Taber KS (2013) The structure of the learner’s knowledge, Ch. 12. In: Taber KS (ed) Modelling learners and learning in science education: developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Springer. https://doi.org/10.1007/978-94-007-7648-7_7
Taber KS (2013) Modelling conceptual learning, Ch. 15. In: Taber KS (ed) Modelling learners and learning in science education: developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Springer. https://doi.org/10.1007/978-94-007-7648-7_7
Tang M, Karunanithi AT (2018) Advanced concept maps in STEM education: emerging research and opportunities. IGI Global, Hershey, PA
UNESCO (1977) Intergovernmental Conference on environmental education, Tbilisi, USSR, CCCP, October 14–26, 1977 г.: final report. https://unesdoc.unesco.org/ark:/48223/pf0000032763
UNESCO GEM (2016) Global education monitoring report, 2016: Planet: education for environmental sustainability and green growth. ED/GEMR/MRT/2016/C/2. https://unesdoc.unesco.org/ark:/48223/pf0000246429
Verma G, Dhull P (2017) Environmental education as a subject in schools 2320–5407. Int J Adv Res 5(8):1547–1552. https://doi.org/10.21474/IJAR01/5214
Vision 2030+ (2016) Concluding report of the learning for sustainability national implementation group. https://education.gov.scot/improvement/documents/res1-vision-2030.pdf
Yeong AYE, Ng PT (2009) An examination of project work: a reflection on Singapore's education reform. In: Ng C, Renshaw PD (eds) Reforming learning. Education in the Asia-Pacific region: issues, concerns and prospects (Vol 5). Springer, Dordrecht
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Dobryakova, M. (2023). How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy. In: Dobryakova, M., Froumin, I., Barannikov, K., Moss, G., Remorenko, I., Hautamäki, J. (eds) Key Competences and New Literacies. UNIPA Springer Series. Springer, Cham. https://doi.org/10.1007/978-3-031-23281-7_14
Download citation
DOI: https://doi.org/10.1007/978-3-031-23281-7_14
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-23280-0
Online ISBN: 978-3-031-23281-7
eBook Packages: EducationEducation (R0)