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Linda J. Vogel 《Religious education (Chicago, Ill.)》2013,108(1):134-137
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Clifford E. Knapp 《The Journal of environmental education》2013,44(3):192-193
This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL). An analysis of more than 200 creative pieces collected from eight runs of this curriculum over four years shows that CEL can be used as a guiding concept for the creation of curriculum targeting urban areas and racially diverse learners. Several examples of this student-produced green hip-hop are shared to delineate elements of CEL that can help educators evaluate student learning as well as their own teaching materials. 相似文献
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