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Richard Wilke

Bio: Richard Wilke is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Environmental education & Curriculum. The author has an hindex of 12, co-authored 13 publications receiving 808 citations. Previous affiliations of Richard Wilke include University of Wisconsin–Stevens Point.

Papers
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Journal ArticleDOI
TL;DR: In this article, the goals for curriculum development in environmental education were discussed and a framework was proposed to support the development of environmental education curriculum, which was later implemented in the UK.
Abstract: (1980). Goals for Curriculum Development in Environmental Education. The Journal of Environmental Education: Vol. 11, No. 3, pp. 42-47.

378 citations

Journal ArticleDOI
TL;DR: This article found that teachers perceived they were most competent in educating students about the environment in the cognitive domain, and less so in affective education and in environmental action strategies, and reported that they spend less than ½ hour per week per subject teaching about environmental education.
Abstract: This study assessed Wisconsin teachers' perceived competencies in, attitudes toward, and class time devoted to teaching about the environment. A valid and reliable survey instrument was developed and mailed to 1,545 randomly selected elementary and secondary education teachers. Results imply that lack of training in environmental education (EE) is a major reason teachers do not infuse these concepts. Analysis revealed that teachers perceived they were most competent in educating students about the environment in the cognitive domain, and less so in affective education and in environmental action strategies. Although teachers' attitudes toward EE were positive, they reported that they spend less than ½ hour per week per subject teaching about the environment.

76 citations

Book
01 Jan 1980
TL;DR: In this paper, the legal status of any country, or of its authorities or concerning the delimita-tions of the frontiers or any country or territory is discussed. But the authors do not imply the expression of any opinion whatsoever on the part of Unesco.
Abstract: 25 Opinions expressed in this publication are those of the authors and do not necessarily coincide with any official views of Unesco. The designations used and the presentation of the material herein do not imply the expression of any opinion whatsoever on the part of Unesco concerning the legal status of any country, or of its authorities or concerning the delimita-tions of the frontiers or any country or territory. Harold R. Hungerford for serving as one of the working documents in a series of regional and subregional training workshops organised in the

69 citations

Journal ArticleDOI
TL;DR: For example, in Wisconsin, all future elementary, science, social studies, and agriculture teachers must achieve specific competencies in environmental education before they can achieve a license to teach as mentioned in this paper.
Abstract: All future Wisconsin elementary, science, social studies, and agriculture teachers must achieve specific competencies in environmental education before they can achieve a license to teach. This article describes the political strategies used to gain approval for this new requirement. The author postulates that similar requirements can be passed in other states if environmental educators use the political process effectively and work with their natural allies.

59 citations

Journal ArticleDOI
TL;DR: In this article, a descriptive, correlational study examined associations between the level of teacher (K-6) preparation in environmental education and the level implementation of EE in elementary school classrooms in Wisconsin (mandated pre-service competence) and Ohio (no preservice competence mandate).
Abstract: This descriptive, correlational study examined associations between the level of teacher (K-6) preparation in environmental education and the level of implementation of EE in elementary school classrooms in Wisconsin (mandated pre-service competence) and Ohio (no preservice competence mandate). The study also measured elementary schoolteachers' attitudes toward EE. Findings from this study indicated that Wisconsin elementary teachers received more preservice EE preparation and implemented more EE than Ohio teachers. Attitudes toward EE were similar, but the Wisconsin teachers seemed more confident about teaching EE concepts. Wisconsin responses indicate that, despite the preservice requirement, some teachers received little or no EE preparation. Wisconsin teachers achieved a higher rate of EE implementation in the elementary school classroom than Ohio teachers achieved. The authors concluded that for Grades K-6, successful implementation of EE includes teacher preparation and emphasis on teacher ...

58 citations


Cited by
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Journal ArticleDOI
TL;DR: In this article, the authors present a model for changing learner behavior through environmental education, which they call "changing Learner Behavior through Environmental Education." The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
Abstract: (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.

1,948 citations

Book
01 Jan 2002
TL;DR: In this paper, the authors discuss the role of education as an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers.
Abstract: Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

1,786 citations

Journal ArticleDOI
TL;DR: In this paper, significant life experiences: A New Research Area in Environmental Education is discussed. But the authors focus on the positive aspects of life experiences rather than the negative aspects of environmental education.
Abstract: (1980). Significant Life Experiences: A New Research Area in Environmental Education. The Journal of Environmental Education: Vol. 11, No. 4, pp. 20-24.

466 citations

Journal ArticleDOI
TL;DR: A number of apparently viable definitions and models have been advanced; Harvey has provided an analysis of most, and proposed a middle ground as mentioned in this paper. But these works do clearly lie mostly unattended by professionals.

422 citations