Welcome to the InfoSci Platform
Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?

Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?

Lisa A. Gross, Joy James, Eric Frauman
Copyright: © 2013 |Pages: 19
ISBN13: 9781466628090|ISBN10: 146662809X|EISBN13: 9781466628106
DOI: 10.4018/978-1-4666-2809-0.ch011
Cite Chapter Cite Chapter

MLA

Gross, Lisa A., et al. "Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?." Approaches and Strategies in Next Generation Science Learning, edited by Myint Swe Khine and Issa M. Saleh, IGI Global, 2013, pp. 205-223. https://doi.org/10.4018/978-1-4666-2809-0.ch011

APA

Gross, L. A., James, J., & Frauman, E. (2013). Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?. In M. Khine & I. Saleh (Eds.), Approaches and Strategies in Next Generation Science Learning (pp. 205-223). IGI Global. https://doi.org/10.4018/978-1-4666-2809-0.ch011

Chicago

Gross, Lisa A., Joy James, and Eric Frauman. "Rooted in Teaching: Does Environmental Socialization Impact Teachers’ Interest in Science-Related Topics?." In Approaches and Strategies in Next Generation Science Learning, edited by Myint Swe Khine and Issa M. Saleh, 205-223. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2809-0.ch011

Export Reference

Mendeley
Favorite

Abstract

Research in Environmental Socialization (ES) and the impact of significant life experiences suggest that childhood play in outdoor environments shape later adult activities or career interests. Few studies have investigated how childhood experiences influence curricular interests of preservice and inservice teachers. This preliminary study examines what ES factors of teachers raised in rural and/or non-rural environments reveal about their interests in science topics and field-based learning opportunities. Results suggest that teachers growing up in rural areas were slightly less interested than non-rural teachers in field-based learning and expressed less experience with environmental education. Teachers with more ES experiences (e.g., played in the woods, built forts) expressed greater interest in science-related topics than those who had indicated fewer experiences. Rural teachers tended to have more ES experiences than non-rural teachers. The authors discuss how environmental socialization factors influence teacher preference for curricular programs specific to environmental and ecological topics and raise questions about the changing environmental socialization experiences of preservice and novice teachers.

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.