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Ecosystem services in environmental science literacy
Descriptive
TitleInfo
Title
Ecosystem services in environmental science literacy
Name
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Ruppert
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John R.
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1983-
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John R. Ruppert
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author
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Duncan
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Ravit Golan
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Ravit Golan Duncan
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Advisory Committee
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chair
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Jordan
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Rebecca
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Rebecca Jordan
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Advisory Committee
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internal member
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(type = family)
Handel
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(type = given)
Steven
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Steven Handel
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Advisory Committee
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internal member
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(type = family)
Berkowitz
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Alan
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Alan Berkowitz
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School - New Brunswick
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theses
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2015
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2015-10
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2015
Place
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xx
Language
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eng
Abstract
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Human beings depend on a set of benefits that emerge from functioning ecosystems, termed Ecosystem Services (ES), and make decisions in everyday life that affect these ES. Recent advancements in science have led to an increasingly sophisticated understanding of ES and how they can be used to inform environmental decision-making. Following suit, US science education policy makers have highlighted the importance of learning about ES in the most recent national standards: the Next Generation Science Standards. While recognized as important, science education research aimed at empirically exploring what it is one should know about ES, in order to be scientifically literate, is only beginning to gain traction. This dissertation research provides empirical evidence toward this aim. Using a set of Delphi studies, which involve iterative survey of experts in a domain until a consensus is reached, the research described in this dissertation first identified: (a) a definition of ES for non-academic audiences, (b) a set of big ideas important to connecting ES to everyday environmental decisions, (c) important questions that citizens can ask when evaluating claims and making decisions about ES, and (d) practices that citizens can use to find scientific resources (e.g. evidence, testimony) that can help them find answers to these important questions. These Delphi Studies provided an academic expert-based postulate regarding what one needs to know about ES in order to be scientifically literate, however, research on scientific literacy cannot rely solely on the views of experts. Following a model for empirical research on scientific literacy proposed by Feinstein, I compliment these expert-based descriptions with research on authentic engagement with science to see if the knowledge postulated as important, is actually used in productive ways. The results of this research underscore the importance of the NRC Crosscutting concepts for scientific literacy writ large, provide a justification for including ES under multiple Disciplinary Core Ideas, emphasize the importance of knowledge about the nature of scientific evidence, and accentuate a need to clarify how citizens can use science practices in decision-making roles. Implications for research on scientific literacy writ large and classroom instruction on ES are discussed.
Subject
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Topic
Ecology and Evolution
Subject
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Topic
Ecosystem services
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Rutgers University Electronic Theses and Dissertations
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ETD_6795
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (ix, 160 p. : ill.)
Note
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Ph.D.
Note
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Includes bibliographical references
Note
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by John R. Ruppert
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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NjNbRU
Identifier
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doi:10.7282/T3P2713D
Genre
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ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
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Name
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Ruppert
GivenName
John
MiddleName
R.
Role
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Type
Permission or license
DateTime
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2015-09-27 11:31:20
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Name
John Ruppert
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Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
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License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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windows xp
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