By MAXWELL EVANS
Capital News Service
LANSING — When NASA reported 2017 to be the second-hottest year on record, the announcement was confirmation of a continuing trend: All 18 of the hottest years in modern history have occurred in the past two decades.
Yet as the globe heats up, no coordinated effort to standardize education on the conservation of natural resources in Michigan’s public schools has appeared, according to state officials and educators.
Dan Eichinger, executive director of Michigan United Conservation Clubs, said he believes public schools are failing to properly educate students about conservation.
Eichinger said public education standards heavily emphasize the more rote aspects of science, while he prefers more of a focus on how humans can take better care of their environs.
“I think it’s far more important for us to prepare somebody in their compulsory education less on how many particles make up this, that or the other thing, and talk more about conservation biology and how humans have the potential to impact it,” Eichinger said.
A lack of education in these areas has led to misunderstandings, Eichinger said, using clear-cutting as an example.
Eichinger said people often have a negative reaction to the idea of chopping down large swaths of trees, when in fact, clear-cutting is an important part of a healthy regeneration process within forests.
“Being able to really talk about some of those nuances that happen when you’re talking about conservation — we miss a lot of that,” Eichinger said.
The implementation of environmental education is “hit-or-miss” across the state due to a lack of state oversight, said Kevin Frailey, the education services manager for the Department of Natural Resources (DNR). He also serves on the board of the Michigan Science Teachers Association.
This is unlikely to change immediately because standardized tests like the MEAP focus on other aspects of science, technology, engineering and math education and don’t leave much room for variation.
“What the state does do is they create the tests,” Frailey said. “If you’re going to have questions about environmental education on the test, then teachers are more likely to teach that to kids.
“But of course, that’s the question: How do you get environmental education types of questions on the tests?” he said.
The framework for Michigan’s current K-12 Science Standards, adopted in November 2015, do make mention of human impact on Earth’s systems. “Earth and Human Activity” is listed as one of the “core ideas” for earth and space sciences.
However, Gregg Dionne, supervisor of curriculum & instruction for the Department of Education, said local boards of education are the ones that approve curriculum, so the state does not have much say in how thoroughly this subject matter is explored.
School boards “have the authority over implementation — how much time is spent on it, how deep they go into the content, those kinds of things,” Dionne said. “They assess that locally.”
Frailey said this “fragmented” setup sometimes leaves the implementation of environmental education up to individual teachers.
Michigan residents “do think it’s taught in their schools,” Frailey said. “If it is, it’s pretty much the teacher’s choice.”
Frailey said the decision to leave that choice up to the districts reflects Michigan’s historical preference for hands-off governing by the state.
“Michigan is not a state that typically mandates much of anything at the state level — it’s more done at a local level,” Frailey said. “There’s never been a lead at the Department of Education to make environmental [education] or conservation a priority with Michigan students.”
The state’s refusal to mandate environmental education leaves it up to other organizations to push for change.
At the DNR, Frailey is responsible for coordinating educational programs, like Salmon in the Classroom, that bring students in contact with natural resources and environmental studies.
Frailey said he believes students nowadays still have more knowledge about natural resources than in the past. He attributes that in part to a growing awareness among educators of the importance of getting such information out to children.
“I would say kids in school know more about wildlife and the environment than they ever used to,” Frailey said. “I used to go into classrooms 30 years ago and ask kids about wildlife or habitats or whatever, and they would just look at you blankly.
“Nowadays, you go into schools and it seems like kids know so much more of that stuff,” he said.
Barbara Lester, curriculum director of Centreville Public Schools in St. Joseph County, said Centreville students are afforded many opportunities in and out of the classroom to learn about conservation.
Lester said field trips to the Kalamazoo Nature Center and an agricultural science class are among the many ways the district implements environmental education in the curriculum.
“We teach environmental science as part of our curriculum in almost every grade level,” Lester said. “It’s part of biology, it’s part of earth science, it’s part of the elementary curriculum. It’s infused into what we teach in science.”
Lester said she also has seen a definite improvement in students’ understanding of environmental issues in her time as an educator.
Because of that improvement, Frailey said he’s hesitant to connect climate change denial with a lack of standardized environmental education, saying climate change denial is often more of a political issue than an educational one.
“I think people know the science, but the politics sometimes don’t allow them to let the science sink through,” Frailey said.
A 2013 study from Stanford University found that 77 percent of Michiganders believe global warming is happening. The same study found 72 percent of state residents approve of increased consumption taxes on electricity and 23 percent favor increased consumption taxes on gasoline.
By MAXWELL EVANS