Michael Littledyke
Biographic Data
| ID | 6155185 |
|---|---|
| NAME | Michael Littledyke |
| GIVEN NAMES | Michael |
| FAMILY NAME | Littledyke |
| SIGNATURE | LITTLEDYKE M |
| AFFILIATIONS | University of New England |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 3 |
Science education for environmental awareness
Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs e…
Primary children's views on science and environmental issues
Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science. The large majority showed considerable interest and concern about environmental issues related to their experience and understanding, drawn from school and influences outside of the school, though most showed limitations and contradictio…
Science Education for Environmental Education? Primary Teacher Perspectives and Practices
This article presents the results of a survey of primary managers and teachers to assess the relationships between experience, attitudes and practice in science and environmental education. Analysis, from a concerns theory perspective, shows that science, by virtue of its high National Curriculum status, has progressed to collaborative and refocusing concerns with substantial management support, whilst environmental education, in spite of perceiv…
Science Education for Environmental Awareness in a Postmodern World
This paper identifies those elements of science education which are conducive to environmental awareness and which are congruent with reconstructive or revisionary postmodernism. The first part of the paper discusses the nature of and criticisms of modernism and the role of modern science in the environmental crisis. Developments in postmodern science which supersede modern science are identified. Aspects of science education which support postmo…
Ideology, Epistemology, Pedagogy and the National Curriculum for Science
This paper examines the ideological, epistemological and pedagogical implications of the National Curriculum for science and argues that a knowledge‐based, objectives and assessment‐led curriculum has positivist assumptions about the nature of science, an adaptive approach to education and can lead teachers to instrumental teaching methods. This is incompatible with constructivist perspectives which imply reconstructionist approaches to education…
Science education for environmental awareness
Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs e…
Primary children's views on science and environmental issues
Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science. The large majority showed considerable interest and concern about environmental issues related to their experience and understanding, drawn from school and influences outside of the school, though most showed limitations and contradictio…
Ideology, Epistemology, Pedagogy and the National Curriculum for Science
This paper examines the ideological, epistemological and pedagogical implications of the National Curriculum for science and argues that a knowledge‐based, objectives and assessment‐led curriculum has positivist assumptions about the nature of science, an adaptive approach to education and can lead teachers to instrumental teaching methods. This is incompatible with constructivist perspectives which imply reconstructionist approaches to education…
Science Education for Environmental Awareness in a Postmodern World
This paper identifies those elements of science education which are conducive to environmental awareness and which are congruent with reconstructive or revisionary postmodernism. The first part of the paper discusses the nature of and criticisms of modernism and the role of modern science in the environmental crisis. Developments in postmodern science which supersede modern science are identified. Aspects of science education which support postmo…
Science Education for Environmental Awareness in a Postmodern World
This paper identifies those elements of science education which are conducive to environmental awareness and which are congruent with reconstructive or revisionary postmodernism. The first part of the paper discusses the nature of and criticisms of modernism and the role of modern science in the environmental crisis. Developments in postmodern science which supersede modern science are identified. Aspects of science education which support postmo…
Ideology, Epistemology, Pedagogy and the National Curriculum for Science
This paper examines the ideological, epistemological and pedagogical implications of the National Curriculum for science and argues that a knowledge‐based, objectives and assessment‐led curriculum has positivist assumptions about the nature of science, an adaptive approach to education and can lead teachers to instrumental teaching methods. This is incompatible with constructivist perspectives which imply reconstructionist approaches to education…
Science Education for Environmental Education? Primary Teacher Perspectives and Practices
This article presents the results of a survey of primary managers and teachers to assess the relationships between experience, attitudes and practice in science and environmental education. Analysis, from a concerns theory perspective, shows that science, by virtue of its high National Curriculum status, has progressed to collaborative and refocusing concerns with substantial management support, whilst environmental education, in spite of perceiv…
Primary children's views on science and environmental issues
Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science. The large majority showed considerable interest and concern about environmental issues related to their experience and understanding, drawn from school and influences outside of the school, though most showed limitations and contradictio…
Science education for environmental awareness
Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs e…
Pedagogy (5 works) · Science education (5 works) · Sociology (5 works) · Environmental education (4 works) · Psychology (4 works) · Science Education and Pedagogy (4 works) · Curriculum (3 works) · Engineering (3 works) · Engineering ethics (3 works) · Environmental Education and Sustainability (3 works)