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• W223236260 abstract "Only within moment of time represented by present century has one species--man--acquired significant power to nature of his (Carson, 2002, p. 5). Rachel Carson, author of Silent Spring, first stated these portent words in 1962. Her words remind us of importance of educating students to understand environmental and sustainability issues that, without this understanding, will continue to empower humanity to alter nature of his in dramatically negative ways. Today it is clear that earth can no longer sustain current rate of consumption of resources (United Nations Department of Economic and Social Affairs, 2005). A number of indices, all of which suggest that humans' current practices and behaviors are unsustainable, demonstrate degradation of earth's systems. In fact, Krebs (2008) argues that we need to study ecological systems because our future lives will be affected by ecological changes we cause (p. 4). Does United States have an informed citizenry who can navigate intelligibly through vast number of issues and problems confronting earth and environment? Orr (1992) argues that we have generation of yahoos without a clue why color of their rivers is related to their food supply, or why storms are becoming more severe as planet warms (p. 87). He contends that this crisis is a result of schools and society failing to develop ecological literacy in our students. When these students become adults, Orr asserts, they are same people who will create businesses, vote, have families, and above all, consume. If they come to reflect on discrepancy between splendor of their private lives in a hotter, more toxic and violent world, as ecological illiterates they will have roughly same success as one trying to balance a checkbook without knowing arithmetic. (p. 86) Orr cogently argues for necessity of understanding what we are currently requiring our students to learn in a standards-based educational world. Thus, two questions arise: Are we preparing current and future generations to think ecologically, environmentally, and for sustainability? and (2) Are these students learning skills necessary to problem solve, work interdependently, and think holistically? Before we can begin to answer these questions, we need to investigate what students are to learn in terms of standards that teachers use to develop their curriculum and lessons. Consequently, this essay reports findings that examined extent to which discourse of national, state, and local science content standards present themes of environmental sustainability (ES). These themes included: climate change indicators (CCI), (2) biodiversity (BD), (3) human population density (HPD), (4) impact and presence of environmental pollution (IPEP), and (5) earth as a closed system (ECS). The premise of this study is that both frequency and context of keywords in texts can reveal presence and significance of particular themes and patterns within texts' discourses (Krippendorff, 2004). The study also addresses extent to which discourses of national, state, and local science content standards are aligned with discourse of ES and an ecological paradigm. ECOLOGICAL PARADIGM All data regarding themes of ES were analyzed through an ecological paradigmatic lens to determine implications of each keyword in context. However, what does this paradigm look like, and how can it be identified? Krebs (2008) points out that the essential message of ecology is that changing one component in an ecological system usually changes others (p. 4). Accordingly, Krebs explains ecological world view/paradigm by listing five principles: (1) You cannot just one component of an ecological system; 2) Human actions can have long-lasting ecological impacts; (3) We can learn from history; (3) Conservation is essential; and (4) Evolution continues (p. …" @default.
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• W223236260 date "2010-01-01" @default.
• W223236260 modified "2023-09-24" @default.
• W223236260 title "An Analysis of the Themes of Environmental Sustainability in the National, State, and Local Science Content Standards" @default.
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