Ecopedagogy in the Fourth Grade Classroom: Reflections on Implementing a Multidisciplinary STEAM Program

Abstract

This article is about teaching ecoliteracy/ecopedagogy in K-12 classrooms throughout North Alabama. Rather than present the information to students as a standalone science program, this research advocates for a cross curricular approach that grounds ecoliteracy in the social justice issues that necessary to teach about sustainability. This research employed a mixed method design as the current agriculture and biology curriculums were modified for cultural relevancy. The qualitative methods consisted of case studies and the quantitative methods consisted of analyzing the data collected utilizing the Connectedness to Nature scale, which was developed in 2004.