[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-594577-en":3,"detail-sidebar-cat-0-en-105":31,"doc-seo-594577-105":81},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},594577,2336478951081,"Ben ","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Shifting Currents - Science Technology Society and Environment in Northern Ontario Schools","The research examines how secondary science teachers in rural, resource-extraction communities in northern Ontario implement the Ontario 2008 curriculum mandate for STSE and environmental education. After three years, a mixed study using a survey (n=26), interviews (n=7), and detailed teacher collaboration analysis assesses the degree of uptake. Results show teachers shifting toward stronger emphasis on societal and environmental issues while reporting concerns about information gaps, lesson development, planning, assessment, and northern teaching.","Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools  \nAstrid Steele  \nNipissing University  \nAbstract  \nThe focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns. Three years after the introduction of that curriculum the researcher investigates the extent to which the mandated changes have entered teacher practice. The study consists of a survey, (n= 26), interviews (n=7) and a closer exploration of the collaboration between two teachers who work towards including social and environmental issues in their lessons. Findings provide evidence that secondary science teachers are shifting toward a stronger emphasis issues of society and environment in their practice, however teachers identified a number of concerns including an information gap, developing new lessons, program planning, assessment, and teaching in the North. A theoretical framework developed by Pedretti and Nazir was used in the analysis of the teacher collaboration. Recommendations are for professional development to specifically address the concerns raised by the teachers; as well, changes are suggested to the theoretical framework to include a stronger emphasis on environmental education.  \nKeywords: environmental education, rural science education, secondary science, STSE, teacher collaboration  \nAstrid Steele is an Assistant Professor in Education (Science Methods) at Nipissing University. Her research interests focus on the intersection of science and environmental education, especially in secondary education. In her work with teachers she endeavours to empower them to develop rich and meaningful praxes.  \nE-mail: [astrids@nipissingu.ca](astrids@nipissingu.ca)  \nBrock Education Volume 23, No. 1, Fall 2013, pp. 18-42  \nIntroduction  \nAs I drive north the boreal forest slips by, an endless ocean of black spruce, wetlands bordering on muskeg, and groves of trembling aspen. The boreal region covers 58% of northern Canada, it is economically worth $4 billion a year, and it is home to about 14% of Canadians (Canadian Boreal Initiative) . I have lived and worked in towns in Canada’s boreal region for several decades and it has left its mark. This landscape elicits environmental sensibilities borne of the harshness of its topography and its seasons, and the result of a northern economy that is predicated on the brutally invasive extraction of timber and minerals. The sense of surviving and thriving in a harsh frontier lingers, and is manifest, in recreational activities that include hunting, trapping, fishing, four-wheeling, and snowmobiling. It seems that for many residents the illusion persists that the boreal is endless, and endlessly capable of absorbing human impacts. Living within close range of nature does not guarantee an environmental ethic of conservation and care. Indeed, living so close to the trees can engender a sort of myopia toward the forest; the big picture of environmental degradation goes unattended.  \nI believe that environmental education (EE) is a critical factor in ensuring the sustainable use of the boreal region by its inhabitants, and I further believe that formal schooling continues to be one of the powerful platforms for such learning. This research follows, and is informed by, previous action research (Steele, 2011) wherein secondary science teachers in the northern boreal region of Ontario embedded EE in their science lessons, through expectations that are formally titled Science, Technology, Society and Environment (STSE) . This study is set apart from other investigations into the nat","cbCaics4QZ2rShS1","https://ap.wps.com/l/cbCaics4QZ2rShS1","pdf",359879,4,1,25,"English","en",105,"# Introduction\n## Background on the boreal region and environmental perceptions\n## Environmental education and STSE expectations in Ontario curricula\n## Research questions\n## Literature gap and rationale","[{\"question\":\"What curriculum change does the study focus on?\",\"answer\":\"The study focuses on an Ontario Ministry of Education mandate that science teaching and learning consider impacts of science on society and the environment and include environmental education through STSE.\"},{\"question\":\"How does the study investigate changes in teacher practice?\",\"answer\":\"It uses a survey of secondary science teachers (n=26), interviews (n=7), and a closer exploration of collaboration between two teachers who integrate social and environmental issues into lessons.\"},{\"question\":\"What concerns do teachers report despite shifting emphasis in their practice?\",\"answer\":\"Teachers report concerns including an information gap, developing new lessons, program planning, assessment challenges, and the difficulties of teaching in northern contexts.\"}]","Shifting Currents - 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