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dc.contributor.advisorRomán-Pérez, Rosa I.
dc.contributor.authorDe Jesus, Annerys
dc.date.accessioned2018-05-16T17:14:34Z
dc.date.available2018-05-16T17:14:34Z
dc.date.issued2015-05
dc.identifier.urihttps://hdl.handle.net/20.500.11801/648
dc.description.abstractThis research investigation explores possible ways of formally introducing ecological education to sixth grade Puerto Rican learners through children and young adult literature. The purpose of this project is to explore the contemporary ecological crisis while creating awareness and transformation for future learners in order to prevent and reverse ecological collapse. This is done though content based learning by applying Dewey’s hands-on pedagogy, Freire’s critical thinking pedagogy and Grossberg’s popular culture pedagogy to the fairytale Little Red Cap, the modern fable The Lorax and the Japanese comic Nausicaa of the Valley of the Wind. These texts are analyzed in depth by using ecological literacy, literary ecology, and ecological criticism to acquire a better understanding of how popular culture portrays nature and scientific information students can learn from the texts as well as how an academic community is built upon knowledge. Moreover, this project provides teachers a model of how the topic of ecology is integrated into the current Puerto Rican ESL curriculum through lesson plans—on human ecology and ecology—based on each literary text analyzed to promote transformative learning experiences and actions.
dc.description.abstractEsta investigación explora posibles métodos para incorporar la educación ecológica al aprendizaje de sexto grado mediante literatura infantil y juvenil. El propósito de este proyecto es explorar la crisis ecológica contemporánea al mismo tiempo que se conciencia a los aprendices de tal forma, que puedan prevenir y revertir el colapso ecológico. Esto lo logramos mediante la aplicación de las actitudes manuales según la pedagogía de Dewey, la de análisis critico de Freire y la de cultura de Grossberg al cuento de hadas “Little Red Cap”, la fabula moderna “The Lorax” y el comic japonés “Nausicaa of the Valley of the Wind”. Estos textos se analizan profundamente, usando habilidades de lectoescritura ecológica, “literary ecology” y criticismo ecológico para tener un mejor entendimiento acerca de cómo la cultura popular representa la naturaleza, la información científica que los alumnos pueden adquirir de los textos así como se construye la comunidad académica en torno a ese conocimiento. Además, este estudio facilita a los educadores un modelo sobre como pueden intregrar el tema ecológico al currículo actual de inglés como segundo idioma (ESL) en Puerto Rico mediante planificación—en ecología humana y ecología—basada en cada texto literario analizado para promover experiencias de aprendizaje transformativo y de acción.
dc.language.isoenen_US
dc.subjectESLen_US
dc.subjectChildren's literatureen_US
dc.subjectEcological educationen_US
dc.subjectLiterary ecologyen_US
dc.subject.lcshEcocriticismen_US
dc.subject.lcshEnglish language -- Study and teaching (Elementary) -- Puerto Ricoen_US
dc.subject.lcshEcology in literature -- Study and teaching -- Puerto Ricoen_US
dc.titleEcological education: Pedagogy of awareness, transformation and action through children’s literature in an ESL classroomen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2015 Annerys De Jesusen_US
dc.contributor.committeeIrizarry Rodríguez, José M.
dc.contributor.committeeOrama Meléndez, Rebeca
dc.contributor.committeeBrown, Anderson
dc.contributor.committeeRivera, Rosita L.
dc.contributor.representativeCarrero Figueroa, Rebecca
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterSpringen_US
dc.description.graduationYear2015en_US


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