Abstract
This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.
Highlights
The goal of this research article is to present education for sustainability as a curricular model that promotes science learning in a U.S elementary classroom through equity pedagogy
We focus on English Language Acquisition (ELA) and Gifted/Talented (GT) students as two groups of science learners in education for sustainability (EFS) with mental models that are shaped by different levels of experience, language development, and cognitive maturity
Change in gain scores were equivalent across ELA and GT students
Summary
The goal of this research article is to present education for sustainability as a curricular model that promotes science learning in a U.S elementary classroom through equity pedagogy. We define equity pedagogy as teaching and learning strategies that help diverse students attain the knowledge and skills needed to function effectively in a democratic society [1]. Nation’s (UN) goals of sustainable development, which includes the reduction of inequalities and the provision of quality education [2]. Equity is neither solely about ‘closing the achievement gap’ nor does it represent a fixed endpoint [4]. The parallels drawn between sustainability and equity are intended to emphasize their interdependence in science education. By nurturing the adaptability of communities to environmental change, we are concurrently deepening knowledge about human and natural systems [5]
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