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A portrait of environmental integration in United States K-12 art education
Environmental Education Research ( IF 3.725 ) Pub Date : 2020-12-22 , DOI: 10.1080/13504622.2020.1865880
Joy G. Bertling 1 , Tara C. Moore 1
Affiliation  

Abstract

In recent years, scholars have increasingly recognized the value of the arts for furthering the aims of environmental education (EE). Likewise, art education scholars have noted the affinity between visual art and EE. Despite a long-standing environmentally oriented thread in art education literature, the extent to which United States K-12 art educators have embraced these pedagogies is unclear. We conducted survey research to examine how K-12 art educators in the US engage in environmental integration, including the extent, forms, importance of and preparedness for integration. While art educators’ overall levels of environmental integration were fair, their valuing of environmental art pedagogies was moderate, suggesting a need for additional resources and professional development. Given K-12 art teachers’ interest in environmental art pedagogies and acknowledged dearth of knowledge, we argue EE capacity-building efforts might target this field, aiming for comprehensive art teacher education experiences to sustained professional development opportunities.



中文翻译:

美国K-12艺术教育中的环境融合肖像

抽象的

近年来,学者们日益认识到艺术对于促进环境教育(EE)的目标的价值。同样,艺术教育学者也注意到视觉艺术与EE之间的亲和力。尽管艺术教育文献中长期存在着以环境为导向的主题,但尚不清楚美国K-12艺术教育者接受这些教学法的程度。我们进行了调查研究,以研究美国的K-12艺术教育者如何参与环境整合,包括整合的程度,形式,重要性和准备情况。尽管艺术教育者的整体环境融合水平是公平的,但他们对环境艺术教学法的评价是中等的,这表明需要更多的资源和专业发展。

更新日期:2020-12-22
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