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ERIC Number: EJ881758
Record Type: Journal
Publication Date: 2003
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1205-5352
The Diluted Curriculum: The Role of Government in Developing Ecological Literacy as the First Imperative in Ontario Secondary Schools
Puk, Tom; Behm, Dustin
Canadian Journal of Environmental Education, v8 n1 p217-232 2003
In 2000, the Ontario Ministry of Education removed "Environmental Science" from the secondary school curriculum as single-focus, stand-alone courses. Instead, the Ministry chose to integrate or "infuse" ecological concepts in other science and geography courses. In this study, surveys were sent out to science and geography teachers across the province. Teachers were asked whether or not they taught various topics, how much time they spent teaching these topics, and how much time they spent per course teaching outdoors. The data collected from the surveys demonstrate that grade 9/10 and grade 11/12 science and geography teachers are, in fact, spending very little time teaching ecological concepts. There is a limited and ineffective emphasis on learning about environmental science topics or promoting ecological literacy in the current curriculum guidelines. The results of the study indicate the failure of the "infusion model" for ecological education. The study suggests that in light of the serious challenges the ecosphere faces in the future, ecological literacy must become the first imperative in the school curriculum. (Contains 4 tables.)
Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada