Showing papers on "Environmental education published in 1977"

Interrelationships Among Measures of Environmental Activity, Emotionality, and Knowledge

Abstract: The purpose of the study was to administer and to validate further three of four scales from Maloney, Ward, and Braucht's revised or short-form ecology inventory. Unlike earlier findings, knowledge about ecology, the environment, and pollution was found to be predictive of actual behavior related to improving the environment— an outcome leading to new and different implications for environmental education and for planned attempts to modify conservation-related human behaviors.

An Analysis of Strategies for Teaching Environmental Concepts and Values Clarification in Kindergarten

Abstract: (1977) An Analysis of Strategies for Teaching Environmental Concepts and Values Clarification in Kindergarten The Journal of Environmental Education: Vol 9, No 1, pp 44-49

The Effects of a Social Learning Experiment on Attitudes and Behavior toward Environmental Conservation

Abstract: This investigation studied the general relationship of expressed attitude and overt behavior by applying an attitude and behavior change model, social learning theory, to issues and activities of environmental conservation. The research question tested was: will a "change-agent role-playing" social learning treatment have a significant positive effect on college geography students' attitude and/or behavior toward a sample of environmental conservation issues? With the experimental design and controls applied in this study, it was concluded that behavior over a ten-week period was changed positively. Social learning theory has postulated that once a new behavior has been established it was translatable to other issues. For affectively oriented instruction this postulation would be very useful if new positive behavior toward the environment would also enhance behavioral patterns toward other social issues learned and discussed in the public school classroom.

Public Opinion and the Environment Post-Earth Day Attitudes among College Students

Abstract: A dramatic rise in public awareness of environmental problems occurred during the time of Earth Day, 1970. This study explores the depth and durability of I citizen concern for the environment. It is revealed that interest in ecological I issues remains despite the more recent crises in American life, that young people I believe that fundamental cultural values have been a basic cause of environmental I problems, and that present public and private institutions are unlikely to bring about meaningful reform. Nonetheless, most respondents held an abiding faith in I American society and felt that environmental problems can be solved if enough I people get involved. These findings suggest that while the need to deal with environmental problems is recognized, this is not to be interpreted as a commitment I to fundamental change.

Interdisciplinary Education: A Continuing Experiment

Abstract: ually called upon to educate students who will participate in seeking solutions to major problems recognized by society. These calls raise a host of familiar dilemmas such as the proper mix of disciplinary and interdisciplinary effort, the relative emphasis on depth and breadth, the appropriate level for interdisciplinary efforts, and the appropriate roles of different kinds of institutions. This article describes 9 years of continuing experience in a broad-based interdisciplinary program at the graduate level, dealing with the environment, which included a faculty of about 15 and an average resident graduate enrollment of 50 students. Many academic colleagues, including faculty and administrators, have asked common questions about many facets of the program. While this experience does not provide definitive answers to many perplexing problems, a brief report from our experience, outlining some conclusions on a number of generic questions about interdisciplinary problem-oriented programs, may be useful to others concerned with similar efforts. Because of the ambivalent attitudes of educators and others toward such educational efforts, the title includes the word experiment. Such ambivalence led Kubie to title an evaluation of an aspect of medical education The Half-Failure of the Full-Time System as an Instrument of Medical Education (1). The rationale for interdisciplinary studies is based on the common observation that problems in the real world are not separable into disciplines. While disciplines and departments in universities are an administrative convenience and provide a basis for needed specialized research and education, it is suggested that educational institutions should also grapple with problems, such as those of environmental management, which do not fall nicely into separable groups along disciplinary lines. It is argued that

“State of the Art” for Measurement and Evaluation of Environmental Objectives

Abstract: (1977). “State of the Art” for Measurement and Evaluation of Environmental Objectives. The Journal of Environmental Education: Vol. 9, No. 1, pp. 50-63.

The Study of Values in Environmental Education

Abstract: (1977). The Study of Values in Environmental Education. The Journal of Environmental Education: Vol. 9, No. 2, pp. 5-17.

The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students

Abstract: (1977). The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students. The Journal of Environmental Education: Vol. 9, No. 1, pp. 31-42.

Involving Teachers in Environmental Education.

Abstract: (1977). Involving Teachers in Environmental Education. The Journal of Environmental Education: Vol. 8, No. 3, pp. 40-47.

Research priorities in environmental education

Abstract: Although natural processes operate in urban areas, they are difficult to observe. Much discussion during the symposium-fair was devoted to finding ways to improve urban children's environmental understanding through environmental education programs. But before effective environmental education programs can be developed, research is needed to: test the effectiveness of various approaches to teaching environmental education in relation to differences among children; help define testable program goals that relate to a child's level of comprehension; develop better methods of training teachers and administering environmental education programs; and identify ways to use elements found in the urban environment to foster an understanding of environmental concepts.

The Changing Role of Mass Communication in Environmental Education

Abstract: (1977). The Changing Role of Mass Communication in Environmental Education. The Journal of Environmental Education: Vol. 8, No. 3, pp. 60-64.

The value orientation of mutuality and its role in environmental studies and environmental education.

Abstract: The Value Orientation of Mutuality and its Role in Environmental Studies and Environmental Education February 1978 Ralph H, Lutts, B.A., Trinity University Ed.D., University of Massachusetts Directed by: Professor Horace Reed This dissertation represents an attempt to identify a value orientation, or ethos, that is compatible with our emerging ecological view of the world, and to explore the role that education can play in fostering its development, A value orientation is a fundamental valuing style; a predilection to choose certain kinds of values and, thus, actions. There are three orientations that influence the ways in which we interact with both people and nature. Under Submission , one senses oneself as being powerless before other forces. Domination emphasizes the welfare of oneself at Lhe expense of others; a view which is predominant in o^'r culture. Mutuality Involves a concern for the welfare of all parties in a situation. Mutuality is proposed as the value orientation that snould underlj our interactions with our social and non-human environments. Much of the literature of environniental ethics has advocated that we should regard ourselves as members of a larger group or which includes our entire ecosystem. People who view community. X their world in this way are likely to consider non-humans to be of intrinsic value and not simply as means to an end. This does not mean that we must not use the resources in our environment; there is no v/ay in which we can avoid this. It does, though, shift the burden of proof from those who wish to preserve their environment to ohose who wish to exploit it. Although the literature of environmental Mutuality is sparse, there is a large body of literature dealing with mutualistic relationships between people. An examination of the philosophies and actions of Edwin Burtt, Martin Buber, Mohandas Gandhi, and Paulo Freire reveals three characteristic elements of social Mutuality. After carefully examining the differences between relationships among humans, and those between humans and their non-human ecological environment, we can also accept these elements as being characteristic of environmental Mutuality. Element One: Mutuality occurs within a meaningful whole . Those who are engaged in mutualistic interactions are viewed as members of the same group or community. As such^ each is of intrinsic value and each occupies a meaningful position within the whole, Mutualistic acts promote meaningfulness and wholeness, rather than alienation and fragmentation. Means and ends are not alienated from each other, but are joined and of equal importance. Element Tvo t Mutuality requires openmindedness . This means th:.t we must strive to be free of dogma, which requires that we xi have the h-umility to recognize our limitations. It is also necessary that we try to be aware of our presuppositions and tiy to be free of self-interests that might distort our unaerstanding oi others. Element Three: Mutuality promotes the welfare of others. V/e should act not just to promote our own welfare, but the welfare of others as well. The basic psychological motive that promotes these acts is love. This value orientation is ideally suited for adoption as the values content, or agenda, of values education. Although few contemporary teachers are willing to impose a set of values upon their students. Mutuality is compatible with this desire. One of the fimdamental objectives of environmental education and environmental studies is that of preparing people who vzill be able to work toward the solution of our environmental problems. Fostering Mutuality is central to the solution of these problems. These approaches to education should embrace education for Mutuality as one of their objectives. Much of their existing teaching methods and materials can readily be adapted to this end. This dissertation contributes to the philosophical foundations of environmental education and environmental studies; particularly in the area of envirorjnental ethics and values education. It provides the most thorough examination of environmental Mutuality to date; a specific values content for values education; a rationale for including the natural and social sciences, humanities

The Biological Framework of Environmental Education.

Abstract: The need for environmental education is now widely recognized and a great variety of teaching programmes and projects exists at all levels of education. It is suggested, however, that particularly for secondary education there is still a need for a clearer definition of a conceptual framework, to give environmental education a more recognizable identity. Biological aspects of man's relationship with his environment are reviewed, and areas of stress identified, ecological, physiological, and behavioural, which environmental education may help to counteract. Environmental education is considered to be more concerned with observation, identification of relationships, evaluation, and appropriate forms of action, than with the assembly of theoretical knowledge from contributory subject areas.

Population education in the United States.

Abstract: The most significant expansion of population education in the U.S. has occurred over the past 5-year period. The environmental movement of the 1960 decade established a foundation on which population education quickly developed in the 1970 decade and gained acceptance in the population establishment and among funding agencies. During the years 1970-1976 several private organizations became actively involved in the population education field. Several viewpoints and population education approaches are now evident in the U.S. These approaches stress different aspects of the issue: extension of family planning individual and social awareness demography behavioral objectives value analysis environmental strategy and inquiry. Although these approaches are diverse the U.S. has provided a basic framework for population education. Research in population education has consisted of little more than review studies knowledge and attitude surveys and several studies on the appropriateness of population education in the formal college school setting. Further research is needed to identify the goals objectives and strategy of population education and these studies would have to be linked to the cognitive and moral development of the student.

Geography and Environmental Studies.

Abstract: The Department offers two certificate programs in Geographic Information Science (GIS), an exciting and expanding field with a broad range of applications. GIS combines data management, spatial analysis, and cartography and is widely recognized as a powerful planning tool in resource and environmental management, business and marketing, urban and regional planning, terrain and environment modeling, and more. The certificate programs give students across a broad spectrum of disciplines technical skills which they can immediately apply in the workplace.

The UNESCO/UNEP Environmental Programme and its Implications for British E-E

Abstract: Publisher Summary This chapter provides an overview of the UNESCO/ United Nations Environment Program (UNEP) Environmental Program and its Implications for British environmental education. The origin of the program was recommendation 96 of the UN Stockholm Conference, and UNESCO was given the responsibility because of its worldwide contacts and experience in the field of education and science. Following the Workshop in Beograd, the UNESCO Environmental Education Program has moved into a stage of consolidation and innovation. The channels through which UNESCO operates vary from one country to another, with the UNESCO National Commission being located in a number of different ministries. Very often, the valuable publications of UNESCO do not achieve a widespread circulation, and until April, the UK contact body for the UNESCO Environmental Education Program was the Ministry for Overseas Development, which is not involved in environmental education. Another problem with the UN and other international agencies is the amount of money they spend on grandiose events, fares, hotels, and expensive consultants. The environmental education movement in Britain must have something more than good intentions.

Essential Curriculum Components in Environmental Education

Abstract: (1977). Essential Curriculum Components in Environmental Education. The Journal of Environmental Education: Vol. 8, No. 3, pp. 11-16.

What Do We Really Mean By Environmental Education

Abstract: Publisher Summary This chapter provides an overview of environmental education and its aspects on society. The aim of environmental education should be to heighten our continuing personal and public awareness of environmental issues. The current concern for the environment is of relative short duration. In the context of environmental education, the author sees four particular facets: (1) to aim for correctness in judgment but to reserve judgment and accept indefiniteness and uncertainty if a valid level of correctness is not achieved, (2) to be integrative and flexible in approaching a problem, (3) to accept conflict in argument, and (4) to have a sense of responsibility. The type of problem-solving employed in dealing with environmental issues is certainly in part scientific, but it needs to be stressed that, as social and economic matters are invariably involved, it usually goes beyond the methods of the natural scientist. Environmental issues are not solved by ignoring technology or advocating its repression. Environmental education means stimulating a rational dialogue of concern in society and applying interest, intellect, and judgments to complex and sometimes controversial issues—accepting the difficulties but maintaining the confidence.

The Psychological Significance of the Wilderness Experience

Abstract: (1977). The Psychological Significance of the Wilderness Experience. The Journal of Environmental Education: Vol. 8, No. 4, pp. 4-7.