Abstract

The effectiveness of interdisciplinary sustainability curriculum remains understudied in geography education. Accordingly, we deployed and evaluated an interdisciplinary sustainability and STEM module for in-person and online sections of a fall 2018 Human Geography course. Results indicate that sustainability knowledge improved after the interdisciplinary curricular intervention irrespective of course modality. Another focus is to explore student reactions to teaching modality due to COVID-19 disruptions. Results indicate that online student sustainability knowledge also improved during COVID-19 (fall 2020). For students in a section converted from in-person to blended, sustainability knowledge did not improve. Implications are provided.

摘要

跨学科可持续性课程的有效性在地理教育中仍未得到充分研究。因此，我们为 2018 年秋季人文地理学课程的面对面和在线部分部署并评估了跨学科可持续性和 STEM 模块。结果表明，无论课程形式如何，跨学科课程干预后，可持续性知识都得到了提高。另一个重点是探索由于 COVID-19 中断而导致的学生对教学方式的反应。结果表明，在线学生的可持续性知识在 COVID-19（2020 年秋季）期间也有所提高。对于从面对面转换为混合的部分的学生，可持续性知识没有提高。提供了启示。