As we approach the second quarter of the twenty-first century, one may predict the environment will be among the dominant themes in political and educational discourse. This study investigates how three physics teachers integrated environmental topics and issues in their classroom. Data collection methods including field notes taken from observations, teachers’ interviews, and a collection of artifacts and documents were used. The data were coded, analyzed, and organized into categories utilizing Fogarty’s models of curriculum integration. Findings of this study indicate teachers acknowledge the importance of teaching environmental issues in their classrooms; however, implementing and utilizing effective integration strategies and models continues to present a challenge.


environmental topics, physics, curriculum integration, physics teachers, multiple case study

Author Bio(s)

David Kimori is an Assistant Professor of STEM Education at Minnesota State University, Mankato. Please direct correspondence to david.kimori@mnsu.edu.

Gillian Roehrig is a Professor of Science Education and an Associate Director of STEM Education Center at the University of Minnesota. Please direct correspondence to roehr013@umn.edu.

Publication Date


Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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