Environmental Education Philosophy

Environmental Education Philosophy + Questions

 

Directions:

Read all information in each section carefully.  Be sure that your answers cover each part of the prompt or question.  This assignment/exam is open book, but you must write in your own words.  If you include an example, quote, statistic, or anything that is not your work, you must include proper in-text citations and a Works Cited at the end. Any plagiarism and/or cheating will result in a score of 0 and a report to the Student Conduct Office.  As always, double spaced, 1 inch margins, 12 point Times New Roman font.  Proof read please!

 

 

Part 1: Environmental Education Philosophy

You will conclude the course by writing your own educational philosophy. This paper should be 2.5-3 pages in length and will express your goals as an educator, why you believe teaching is important, and what role you feel that science/environmental issues have in the broader context of education.  You may have done something similar in other classes; however, this educational philosophy should focus on science/environmental topics, and how you believe they fit into your personal views on education.  Additionally, think about how your views may have changed or not changed over the course of this semester.  Why did/didn’t they change?

 

 

Part 2: Questions

Your answers should be specific and detailed and be 0.5-1 page in length.

 

Education related–pick two of the following questions to answer:  (10 points each)

  • What is “environmental education”? Describe at least one principle/defining characteristic of environmental education, AND one ability/skill of an “environmentally literate” person.

 

  • Describe why we should incorporate the outdoors into our teaching. What are the benefits to students (of any age) of getting out of the classroom?  How can we get these same benefits for students in urban areas?

 

  • With limited time to teach science and environmental studies, educators must find other ways to include this content. How could you make a science/environmental concept interdisciplinary? Describe one science/environmental topic we’ve covered this semester, and how you could integrate at least one other subject. You may not use field trips to integrate another topic, and may not use your group LP topic.

 

  • How could you incorporate a field trip to tidepools into a lesson plan? Describe at least two topics/concepts that you could teach/cover.  The lesson could be for any age/grade, and could be for any group (ie. school class, science camp, community groups, etc).

 

 

 

ENVS/science content–pick three of the following questions to answer:  (10 points each)

  • Briefly define sustainability. What are some ways you could increase sustainability in your life: 2 ways of conserving water, 2 ways of increasing the sustainability of what you eat/drink, and 2 ways that you can make your classroom/teaching space sustainable (beyond recycling!). Don’t just list these; describe how they help you/society be more sustainable.

 

  • Describe one terrestrial ecosystem AND how humans have changed and/or influenced that ecosystem.

 

  • Describe if generalist or specialist species more prone to impacts from habitat loss, climate change, invasive species, etc? Why?

 

  • Describe 2 problems with fossil fuel based energy. Additionally, describe 1 type of alternative energy.  Include what it is, the pros, and the cons.

 

 

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