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E-M:/ Learning the Facts of Life About Planet Earth



I thought (hope?) the following information would (should?) be of interest to subscribers of Enviro-Mich and Audubon-Chat.  Maybe those of us fighting the fight should reassess our strategies... or maybe just tweak them a bit.

--
Michael Boyce
Baker Sanctuary Resident Manager
Co-chair., Environmental Action Committee
Michigan Audubon Society
birder@voyager.net
http://mas.mi.audubon.org/baker-sanctuary
 
 

Subject:    NASSMC Briefing Service: Learning the Facts of Life About Earth
     Date:    Mon, 19 Jul 1999 11:48:50 -0400
     From:    Cait Clements <cclement@nassmc.org>
 Reply-To:    owner-NASSMC@nassmc.org
       To:    NBS@nassmc.org

SOURCE: Education Week, 14 July 1999

TITLE: "Learning the Facts of Life About Planet Earth"

WEBSITE: http://www.edweek.org

Despite the increased classroom emphasis on environmental science, students are still extremely ignorant about the basic facts of life on this planet, writes Kathleen deBettencourt, executive director of Global Learning and Observations to Benefit the Environment (GLOBE). Environmental education is "marked by frivolous activities, inaccurate materials, underprepared teachers, and needless controversies," she says. Too much environmental teaching is focused on persuading children that the Earth is in danger rather than getting across basic knowledge. Teachers should spend less time on saving elephants and the rain forest and instead help young people become more knowledgeable about the environment. Clear standards are needed for environmental education, as well as better textbooks and learning materials. Upper-level textbooks in particular tend to be little more than "superficial summaries of environmental problems....devoid of science or quantitative analysis..." Educators should also focus on local environmental issues to stimulate deeper iscussions involving geography, chemistry and other science classes. What is important, says deBettencourt, is helping students connect with the environment around them and using student discovery to introduce deeper concepts and principles.

----------------------------------------------------------
The NASSMC Briefing Service (NBS) is provided by the National Alliance of State Science &
Mathematics Coalitions through a grant from the National Security Agency (NSA). Any opinions,
findings, conclusions, or recommendations expressed in this material are those of the authors
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Readers are hereby granted permission to further distribute NBS articles in electronic or
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--
Michael Boyce
Baker Sanctuary Resident Manager
Co-chair., Environmental Action Committee
Michigan Audubon Society
birder@voyager.net
http://mas.mi.audubon.org/baker-sanctuary