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Integration of Environmental Issues in a Physics Course: 'Physics By Integration of Environmental Issues in a Physics Course: ‘Physics by Inquiry’ High School Teachers’ Integration Models and Challenges A Dissertation SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY David Abiya Kimori IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Bhaskar Upadhyay Dr. Gillian Roehrig February, 2017 © David Abiya Kimori 2017 Acknowledgements Rarely do I get a thank you from my six year old son Darren whenever I take him to occasions that are more than an hour long, but after my commencement which took slightly over three hours on our way home Darren said, “Dad I am glad you brought me today.” When I asked him what he liked about it he said, “Only two things; when your name was called at the stage and ‘they’ sung my favorite song.” The song he was referring to was: ‘You raise me up’ that was played at the beginning of the commencement ceremony. Coincidentally these two moments were also my favorite too, obviously walking across the stage was personal to me but the song ‘You raise me up’ gave me an opportunity to look around and see my advisors, my professors, my colleagues, my family members and friends, truly I felt each one of them raised me up to stand on the mountains just as the song went on. With great thanks and humility I recognize those that have supported me throughout this journey. First, to my advisors who were with me since my M.Ed program, Dr.Gillian Roehrig and Dr. Baskhar Upadhyay you were true pillars in my journey and I extend my gratitude to you. Dr. Roehrig, you provided timely counsel, relentless advocacy and resources to me that made my studies and experience at the graduate school memorable and fruitful. Your big heart and commitment to develop talents and human resource are rare gifts that I was fortunate to have. Dr. Upadhyay, your counsel and couching skills instilled confidence in me and always drove me forward. Your humbleness and expertise encourages many students from all walks of life. Secondly, I would like to thank my committee members Dr. Leon Hsu, Dr. David O’Brien and Dr. Julie Brown. I truly appreciate your support and feedback each one of you provided to me, this study could have not been possible without your input. My next thank you goes to the Common Ground Consortium (CGC) for extending a fellowship to me that facilitated my studies smoothly. Thank you Dr.Naim Madyun, Ms.Serena Wright and my CGC colleagues. Dr.Barbara Billington thank you for the opportunity to work with you, you are a mentor to me. To Mr. Paul Morande thank you for advice and counsel in life. To Dr. Engin Karahan, Dr. Karen Colum, Senenge (Sonny), Dr. Forster Ntow, Charlene Ellingson, Dr. Nii Tackie, Beth Ring and Beth Crotty as well as my fellow graduate students and staff at the STEM Center, I say thank you for everything. Finally, I am tremendously grateful to my family. First to my parents Richard and Mary Kimori and secondly, to all my siblings led by my elder brother Steve Kaka-thank i you for travelling all the way from Kenya to give encouragement and to be part of this journey. Most importantly, to my wife Risper thank you for taking care of our children when I was engulfed in this work. To all those that I didn’t mention I really appreciate you and I would like you to know that you raise me up more than I can be. I say thank you. ii Dedication This dissertation is dedicated in memory of my father Richard Kimori and our newest addition to our family Aidric Kimori Abiya you both give me true meaning of life. iii Abstract As we approach the second quarter of the twenty-first century, one may predict that the environment will be among the dominant themes in the political and educational discourse. Over the past three decades, particular perspectives regarding the environment have begun to emerge: (i) realization by human beings that we not only live on earth and use its resources at an increasingly high rate but we also actually belong to the earth and the total ecology of all living systems, (ii) there are strong interactions among different components of the large and complex systems that make up our environment, and (iii) the rising human population and its impact on the environment is a great concern (Hughes & Mason, 2014). Studies have revealed that although the students do not have a deep understanding of environmental issues and lack environmental awareness and attitudes necessary for protecting the environment, they have great concern for the environment (Chapman & Sharma, 2001; Fien, Yencken, & Sykes, 2002). However, addressing environmental issues in the classroom and other disciplines has never been an easy job for teachers (Pennock & Bardwell, 1994; Edelson, 2007). Using multiple case studies, this study investigated how three purposefully selected physics teachers teaching a ‘Physics by Inquiry’ course integrated environmental topics and issues in their classroom. Particularly this study looked at what integration models and practices the three physics teachers employed in integrating environmental topics and issues in their classroom and what challenges the teachers faced while integrating environmental topics in their classrooms. Data collection methods including field notes taken from observations, teachers’ interviews and a collection of artifacts and iv documents were used. The data were coded analyzed and organized into codes and categories guided by Fogarty (1991) models of curriculum integration and Ham and Sewing (1988) four categories of barriers to environmental education. Findings of this study indicate that teachers acknowledge the importance of teaching environmental issues in their classrooms but continue to struggle with conceptual, educational, logistical and attitudinal barriers to successful integration of environmental topics in physics. v Table of Contents Acknowledgements ........................................................................................................................... i Dedication ....................................................................................................................................... iii Abstract ........................................................................................................................................... iv List of Tables ................................................................................................................................... x List of Figures ................................................................................................................................. xi CHAPTER 1 .................................................................................................................................... 1 Introduction ...................................................................................................................................... 1 CHAPTER 2 .................................................................................................................................... 5 Literature Review............................................................................................................................. 5 Need for Environmental Education in Schools ................................................................................ 5 Challenges and Barriers to Integration of Environmental Education in Schools ........................... 11 Integration of Physics and Environmental Education .................................................................... 13 Curriculum Integration................................................................................................................... 16 Forms of Integration. ..................................................................................................................... 17 The Need for Curriculum Integration. ........................................................................................... 23 Analytical Framework ................................................................................................................... 26 CHAPTER 3 .................................................................................................................................. 31 Research Design and Methods ....................................................................................................... 31 Research Context ........................................................................................................................... 31 Instruction Materials and University Instructor’s Role .................................................................. 33 Methodology .................................................................................................................................. 41 Participants ..................................................................................................................................... 42 Protection of human subjects. ........................................................................................................ 43 Data Collection .............................................................................................................................. 44 Data analysis .................................................................................................................................. 47 Validity and Reliability .................................................................................................................. 52 Researcher Background ............................................................................................................
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