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Service Learning in
High School Environmental Science Classrooms
Gillian Roehrig, PhDSTEM Education CenterUniversity of MinnesotaTwin Cities, MN
Senenge T. AndzengeSTEM Education Center
University of MinnesotaTwin Cities, MN
Foundational Goals
Understanding of the Scientific Method
Development of Scientific Literacy
Service Learning
(National Youth Leadership Council, 2008)
SocioScientific Issues
• “achieve functional views of scientific literacy”(Zeidler, Sadler, Simmons, & Howes, 2005, p. 361)
• students should be able to negotiate societal issues related to applications of science and technology
• enhance dialogue and discussion among students
• provide students opportunities to learn the complex decision making processes
(Zeidler, Sadler, Simmons, & Howes, 2005)
(Zeidler, 2014)
(Burek & Zeidler, 2015)
Local Knowledge
“…derived through living and interacting in their local communities, is also a determinant in how young people identify themselves in their world and contributes to the ideas and perceptions of what constitutes their world.”
(UNESCO, 2010)
The SocioScientific Issue
(DNR, 2005)
Service Learning Projects
Controlled Burn
Rain Garden
Floating Island
Considerations
Questions
Gillian Roehrig, PhDSTEM Education CenterUniversity of MN- Twin Citiesroehr013@umn.edu
Senenge T. AndzengeSTEM Education Center
University of MN- Twin Citiesandze001@umn.edu
• Beilin, R. 2005. Photo-elicitation and the agricultural landscape: ‘seeing’ and ‘telling’ about farming, community and place, Visual Studies, 20(1): 56-68.
• Clark-Ibanez, M. 2004. Framing the social world with photo elicitation interviews. American Behaviour Science, 47(12):1507-1527.
• Doering, A., & Miller, C. (2010, October). The layers of authenticity: Designing for learner experience. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2010, No. 1, pp. 957-961).
• Holliday, R.2000. We’ve been framed: Visualizing methodology. Sociological Review, 48(4): 503–521.• Krueger, R. A. (2009). Focus groups: A practical guide for applied research. Sage.• Petkau, J. W. (2013). Critical response and pedagogic tensions in aesthetic space. (Order No. 3556108, University of
Minnesota). ProQuest Dissertations and Theses, 210. Retrieved from http://login.ezproxy.lib.umn.edu/login?url=http://search.proquest.com/docview/1322974486. accountid=14586. (1322974486).
• Prosser, J., Loxley, A. (2008). Introducing visual methods. ESRC National Centre for Research Methods review paper.• Smith, N. W., Joffe, H. (2009). Climate change in the British press: the role of the visual. Journal of Risk Research,
12(5), 647-663.• UNESCO (2010). Indigenous knowledge & sustainability. Teaching and learning for a sustainable future:
http://www.unesco.org/education/tlsf/mods/theme_c/mod11.html• USEPA. 1991. Volunteer lake monitoring: A methods manual. EPA 440/4-91-002. Office of Water, U. S. Environmental
Protection Agency, Washington, DC.
References
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