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Enhancing Science Learning Through Sustainability: A Resilience-Based Approach

This research applies ecological and risk mechanisms to create a sustainable learning resource for secondary science education. It focuses on building resilience in learners through a self-organizing model. Key questions explore mental models, decision-making, and framework development. The study incorporates analysis of risk mechanisms in the macrosystem and mesosystem to address sustainability issues and foster critical consciousness and autonomy in students. The aim is to guide educators in developing resources aligned with sustainability contexts to enhance Manitoba curricula.

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Enhancing Science Learning Through Sustainability: A Resilience-Based Approach

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  1. Sustainability-Based Learning Resource to Address “Uninteresting” and “Complex” Secondary Level Science Mona Beaulac Maxwell M. Ed. Candidate, University of Manitoba The belief that experience can be decomposed, departmentalized, and then taught as a self-sufficient substance has its roots in a mechanistic-dualistic model, consistent with an artifactual view of mind, and stands in sharp contrast to a self-organizing model of human development…” Swenson (1997a, 1997b) in Barab (1999) This research is an application of Rutter’s risk and protective mechanisms (1987, 1997) applied to Bronfenbrenner’s (1979) Ecological Model. In this model, the learner is viewed as part of the “ecological environment” which is “a set of nested structures, each inside the next, like a set of Russian dolls”. Each successively nested system is inextricably connected to all other systems. The intended outcome is an increase in resiliency of the learner through the learning resource. Resiliency is “…the positive pole of the ubiquitous phenomenon of individual difference in people’s responses to stress and adversity…” (Rutter, 1987) MICROSYSTEM LEARNER MESOSYSTEM SCHOOL COMMUNITY EXOSYSTEM MACROSYSTEM GLOBAL BRONFENBRENNER’S ECOLOGICAL MODEL (1979) How does the process of accessing and analyzing current “mental models” (worldviews) of natural systems contribute to their perception of science-based approaches in addressing sustainability issues? 2. How does the application of the science-based decision-making process of The Natural Step assist students in increasing autonomy toward using science to address sustainability issues? 3. What does this learning resource contribute to the establishment of a practical framework to guide the educational community to develop further resources that utilize sustainability contexts to teach Manitoba curricula? Risk Mechanisms (Rutter) in Macrosystem Intended Outcomes in Microsystem Critical Consciousness (Benard, 1995) Autonomy (Benard, 1995) Pro New-Ecological Paradigm Worldview (Dunlap et. al, 2000) Decision-making Action-taking Analysis of Risk Mechanisms (Rutter) in the macrosystem accomplished through *a educator survey of mathematics and science teachers in the province of Manitoba *a review of literature *experience of the researcher as an educator Sustainability-Based Science Learning Resource Risk Mechanisms (Rutter) in the Macrosystem Framework for Development of Learning Resource • Role of Science/Technology • Anti-Science Sentiment • Historical Events and the Brownlash • Commercialization/Politicization of Science • “Arrogant” Science as “Playing God” • Reductionism • Ambivalence Toward Science/Technology • Individualism/Capitalism Risk Mechanisms (Rutter) in the Mesosystem Lack of an Ecological Model for Science Education Acknowledgement: Dr. Gordon Robinson (advisor) (Robèrt, 2000)

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