Page 302 - Cultural Studies of Science Education

276 J. Calkin

On the one hand, I am quite cynical and skeptical about calls for school reform
centered on “knowing” rivers (nature) in more authentic ways. I just do not feel it
is possible in current public school classrooms, especially when the rationale stems
solely from the theory of journals (i.e., the ivory tower). Systemic change in public
schools is incredibly difficult. Public schools are becoming narrower in their focus
while “knowing” a river requires the opposite. Teachers do not have time to either
read educational literature or apply the novel approaches such as those called for in
Pagan’s chapter.

That said, stream investigations do seem like they fit many of the requirements
for an environmental science or biology classroom activity – they are hands-on,
local, and possible to study in K-12 contexts … and I think within this climate of
testing, accountability, and so forth, the science concepts taught using stream
studies make them still arguably worthwhile. However, I think it can be incredibly
difficult to establish and maintain a program of river advocacy, especially if the
river or stream is not on the school campus.
I think Tina’s notions of “knowing” rivers and streams in more ways than
through narrow science content and processes is a good point for all science teach-
ers to consider. For the most part, science concepts, especially the way in which
they are taught, do not contribute to a deep understanding or appreciation of nature.
That was the frustration I had as a middle-school environmental science teacher.