Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2015

Selected Works

Cassie F. Quigley

Photovoice

Articles 1 - 4 of 4

Full-Text Articles in Education

Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo Mar 2015

Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo

Cassie F. Quigley

Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim ...


Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley Mar 2015

Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley

Cassie F. Quigley

In this study, we investigated the ways in which university students connected with science through the use of photovoice (Wang & Burris, 1994) as a pedagogical tool. Results indicated that students came to appreciate their connections to the science that operates in their lives as they reflected on and became empowered with regard to the science content behind environmental issues of interest to them on campus. Photovoice allowed students to authentically inquire about local science, as well as the potential to generate change in their own community. This understanding is significant to science educators because first, it empowers learners to connect with science and provides a way to deepen that connection with science; and second, it provides a pedagogical tool for science educators to use with their students to engage them in the science in their community. Finally, it has the potential to improve science teaching by creating students that are more connected to science and the world around them.


Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo Mar 2015

Investigating Local Sustainable Environmental Perspectives Of Kenyan Community Members And Teachers, Cassie Quigley, James Dogbey, S Megan Che, Jeffrey Hallo

Cassie F. Quigley

Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim ...


Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley Mar 2015

Connecting To Our Community: Utilizing Photovoice As A Pedagogical Tool To Connect College Students To Science, Kristin Cook, Cassie F. Quigley

Cassie F. Quigley

In this study, we investigated the ways in which university students connected with science through the use of photovoice (Wang & Burris, 1994) as a pedagogical tool. Results indicated that students came to appreciate their connections to the science that operates in their lives as they reflected on and became empowered with regard to the science content behind environmental issues of interest to them on campus. Photovoice allowed students to authentically inquire about local science, as well as the potential to generate change in their own community. This understanding is significant to science educators because first, it empowers learners to connect with science and provides a way to deepen that connection with science; and second, it provides a pedagogical tool for science educators to use with their students to engage them in the science in their community. Finally, it has the potential to improve science teaching by creating students that are more connected to science and the world around them.