Curriculum & Instruction Faculty Publications

Document Type

Article

Keywords

Environmental education, Writing in science, Thinking skills, Urban students, Art integration into science

Journal/Book/Conference Title Title

Science Education International

Volume

27

Issue

1

First Page

151

Last Page

175

Abstract

This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post- test questions were used to address knowledge of environmental problems and student environmental actions. Students expressed knowledge and suggestions for positive action of youth through four essays throughout the unit, the final essay being accompanied by a pop-up construction. Writings showed steady growth in number of words, sentences, suggested environmental actions for youth, and instances of discussing consequences and sequels of actions. Students were engaged, collaborative, and reported implementing positive environmental actions.

Department

Department of Curriculum and Instruction

Comments

First published in Science Education International, v. 27 n. 1 (2016) published by International Council of Associations for Science Education.

Original Publication Date

3-2016

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Date Digital

2016

Copyright

©2016 Phyllis Gray, Caroline Elser, Julie Leigh Klein, and Audrey C. Rule. The copyright holder has granted permission for posting.

Language

EN

File Format

application/pdf

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