Baltimore Ecosystem Study Institute of Ecosystem Studies

2011 BES Annual Meeting Presentation and Poster Abstracts



 
Teachers’ content and pedagogical content knowledge about socio-ecological systems and resilience.
 
Berkowitz, Alan
Co-Authors: Alan R. Berkowitz, Bess Caplan, and Julia Dodd, Cary Institute of Ecosystem Studies Alan R. Berkowitz, Bess Caplan, and Julia Dodd, Cary Institute of Ecosystem Studies Alan R. Berkowitz, Bess Caplan, and Julia Dodd, Cary Institute of Ecosy

 
Effective environmental science teaching builds on teachers’ understanding of the big ideas and concepts in the field (content knowledge, or CK), and their understanding of how students think and learn about the big ideas, and effective ways to teach these things (pedagogical content knowledge, or PCK). Research with teachers participating in the Baltimore Partnership for Environmental Science Literacy, sponsored by BES over the past 5 years, is describing teachers’ CK and PCK for key concepts about carbon and water cycling, and biodiversity. In summer 2013 we added research questions about their understanding of urban ecosystems and resilience, including social dimensions. Teachers reveal a very broad range of CK and PCK, with many demonstrating sophisticated knowledge. Also prevalent are commonly held stereotypes about cities, human actions and resilience. Preliminary results will be presented, and plans for more in-depth research with both students and teachers in the coming year discussed.