Students use of family individual and schoolbased resources

Students’ use of family, individual and school-based resources for making socio-ecological decisions Blakely K. Tsurusaki, Edna Tan, Beth A. Covitt, and Charles W. Anderson Introduction Socio-ecological issues confront us with a need to make decisions associated with arguments from evidence under circumstances where both the decision and the evidence are contested. This poster describes work investigating how students make socio-ecological decisions. We developed two interview protocols concerning how students reason about environmental issues: a strawberry interview that asked students to activate their role as consumers of food, and a water interview that presented a scenario about a company interested in drilling a well that asked students to make a decision as a voter. We conducted 22 interviews with elementary, middle, and high school students and used a decision-making framework to investigate how students’ identities, roles, funds of knowledge, practices, and understanding of the science affected their framing of the socio-ecological issues and decision-making. We found that family and individual values and practices played an important role in how students used their understanding of the science and how students made decisions, including the sources of information they trusted and the evidence they used to support their decisions. We describe the implications for how and what we teach students in science class if we want students to be environmentally literate citizens. Methods - Think-Aloud interviews on 2 scenarios Strawberry Citizenship Interview: Thinking and Making Decisions about Purchasing Strawberries The strawberry citizenship interviews consisted of general background questions about students’ roles as consumers and learners, interest in science, and knowledge of environmental issues. The students were also asked to complete two ordering tasks. First, they were asked to order various food products from what they deemed most nutritious to least nutritious. This task positioned students as consumers and focused on environmental systems services (LTER, 2007; Anderson, 2007). Next, they were asked to order the same food products from what they thought was most environmentally friendly to least environmentally friendly. While the first task focused on the environmental system services, the second task focused on the human actions with environmental impact. In both ordering tasks, they were asked to explain why they ordered each product as more or less nutritious/environmentally friendly than other products. Water Citizenship Interviews: Thinking and Making Decisions about a Proposed Water Bottling Venture The water citizenship interviews had several parts. First, the students were asked some general questions about how people use water, how they personally use water, preferences for drinking bottled versus tap water, and their understanding of environmental impacts of different uses of water. Next, the students were introduced to a true scenario about a company that would like to build a new well in Michigan to enlarge their water bottling business. After being introduced to the scenario the students were first asked some questions to find out how they understood the science around the scenario. Next, the students were asked some questions about how, as citizens, they would respond to the water bottling issue. In the course of the citizenship section of the interviews, the students were presented with some additional information from different stakeholders. The students could use the additional information to inform their positions and decisions with regard to the issue. Participants We interviewed 6 students for the strawberry interview: 3 high school and 3 middle school students. For the water interview, we interviewed 19 students: 11 high school, 4 middle school, and 4 upper elementary school students. All interviews were transcribed. Analysis of transcripts was aimed at identifying and coding student talk for evidence of adopted roles, funds of knowledge, agency, decisions with reasons, and connected understanding of the loop diagram. In this poster, we draw on three strawberry and three water interviews to provide representative examples of some of the varied ways that students participated in the citizenship interviews. ENVIRONMENTAL LITERACY Findings Student Identities-inpractice as environmental actors Knowledge/Loop Diagram Identities-in-practice/ Communities Able to locate self within the Multiple identities create loop and able to relate personal multiple entry points into actions to arrows connecting issues (e. g. , Organic the socio-ecological loop farmer, Fisherman) domains James (Strawberry) Michael (Water) Mixed Mark (Strawberry) Valery (Water) Somewhat able to locate self within the loop, but hold incomplete understanding of arrows connecting the social domain to environmental systems Primarily social Sees self predominantly within identities-insocial domain of loop diagram, practice unable to relate connecting arrows to environmental systems Sarah Basis Underlying Decisions Knowledge of and concern for environmental system, strong environmentally conscious family practices “The pesticides are polluting water, which are killing the fish, just polluting the land ‘cause they get sprayed on. It might make the bugs go away, but it hurts a lot of other animals. ” (James) Family practices (e. g. , organic farming, fishing) Knowledge of environmental system and strong identity and family practices as fisherman “Maybe people who live around there could have to dig their wells lower just so they could get water. (Why? ) If they pump so much water out of it that the water level went down and the groundwater and they had to dig deeper. (Anything else? ) It could affect people because maybe they fish for trout. Some people have businesses where they go out and take people fishing and they might get less business because of water going down and maybe they’d go out of business and go bankrupt or something. ” (Michael) Fewer identities create Understanding focused on human services arrow some entry points into Talked about how pesticides were bad and organic was good, but did not trace the negative issues (e. g. , affect of pesticides (Mark) wrestler/athlete) Family practices (e. g. , nutrition practices) Vague identities and practices relevant to issues (Strawberry) Selena (Water) Postulated pros and cons of building a water bottling plant, concerned about welfare of fish that could be adversely affected but herself still an avid consumer of bottled water “The tap water has like a taste to it and it’s a very sour taste, and bottled water is just plain. . I don’t want to drink it. ” … “Fish cannot vote … animals have rights, you could treat them nicely before you eat them. ” (Valery) Draws on vague family practice, but not scientific knowledge Local food most environmentally friendly - “Probably because I’m used to locally grown strawberries and other than that I really don’t know… because… yah… I don’t know…” (Sarah) Vote to allow the well, “because we need water just like the fish does. ” Decides which info to trust based on which agrees with her preconceived ideas. “I think these are more trustworthy because they have the information that I was talking about mainly. ” (Selena) Discussion and Implications Ø Relationship between identities and students’ decisions • Students who had identities and family practices closely related to decisions were more knowledgeable about the loop diagram • Students who displayed a stronger connection to the role exhibited more agency Ø Variability in students’ understanding and use of evidence from arguments • Students had varying degrees of understanding of environmental systems, social systems, and how human actions and environmental system services connect environmental and social systems • Students with less understanding of the loop diagram were less likely to respond to or use arguments from scientific evidence Ø Limited role of school • Students rarely drew on their school science knowledge during the strawberry interviews • Students drew on their incomplete knowledge of water systems to varying extents • Schools are not effectively helping students to develop skills and knowledge necessary to make environmentally responsible decisions Center for Curriculum Materials in Science (CCMS) This research is supported in part by two grants from the National Science Foundation: The Center for Curriculum Materials in Science (ESI-0227557) and Long-term Ecological Research in Row-crop Agriculture (DEB 0423627. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. EVIRONMENTAL LITERACY