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Pass, Fail, or Incomplete?: Analyzing Environmental Education in Nova Scotia's Sixth Grade Curriculum

Pass, Fail, or Incomplete?: Analyzing Environmental Education in Nova Scotia's Sixth Grade Curriculum
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Author(s): Elizabeth Spence (Dalhousie University, Canada), Tarah Wright (Dalhousie University, Canada) and Heather Castleden (Dalhousie University, Canada)
Copyright: 2015
Pages: 19
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch068

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Abstract

This chapter investigates the presence and status of environmental education principles, as well as factors for encouraging positive environmental behaviour in students, within three sixth-grade curricula in Nova Scotia, Canada: science, social studies, and health education. The results of the research show a strong reliance on knowledge-based connections to the environment and less importance shown to experiential learning, attitudes, and values. The results also reveal a significant decline in the time and resources allotted to environmentally focused education of these subjects. The effect is a diminished and marginalized environmental education presence in sixth-grade education in Nova Scotia within the context of the Decade of Education for Sustainable Development.

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