Welcome to the InfoSci Platform
Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools: From Roots to Wings

Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools: From Roots to Wings

Martin Bascope, Kristina Reiss, Josefina Cortés, Pablo Gutierrez
Copyright: © 2021 |Pages: 17
ISBN13: 9781799875123|ISBN10: 1799875121|EISBN13: 9781799875192
DOI: 10.4018/978-1-7998-7512-3.ch002
Cite Chapter Cite Chapter

MLA

Bascope, Martin, et al. "Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools: From Roots to Wings." Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, edited by Ahmed Karmaoui, et al., IGI Global, 2021, pp. 22-38. https://doi.org/10.4018/978-1-7998-7512-3.ch002

APA

Bascope, M., Reiss, K., Cortés, J., & Gutierrez, P. (2021). Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools: From Roots to Wings. In A. Karmaoui, A. Ben Salem, & M. Anees (Eds.), Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability (pp. 22-38). IGI Global. https://doi.org/10.4018/978-1-7998-7512-3.ch002

Chicago

Bascope, Martin, et al. "Implementation of Culturally Relevant Science-Based Projects in Preschools and Primary Schools: From Roots to Wings." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, edited by Ahmed Karmaoui, Abdelkrim Ben Salem, and Mohd Talha Anees, 22-38. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7512-3.ch002

Export Reference

Mendeley
Favorite

Abstract

This chapter develops a conceptual and operational framework on education for sustainability based on a teacher training program located in the south of Chile. Nurtured by the experience collected by the programs' participation in different international networks, it put emphasis on the idea of the importance of combining local knowledge and an integrated science approach to foster action for climate and sustainability from an early stage. After presenting the conceptual and empirical framework, the chapter describes the implementation of culturally-relevant research projects based on the experience of eight schools. It concludes by proposing an operational model and declaring the main constraints and opportunities of project-based-learning for sustainability and climate action. The authors present some recommendations to combine local and scientific knowledge for teacher practice and educational policy, considering the importance of having a critical look at our daily practices as educators given the global socio-ecological crisis.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.