Showing papers on "Environmental education published in 1981"
TL;DR: In this article, the effects of environmental action and environmental case study instruction on the Overt Environmental Behavior of Eighth-Grade students were investigated. But, they did not consider the effect of case studies on the overall environmental behavior of students.
Abstract: (1981). The Effects of Environmental Action and Environmental Case Study Instruction on the Overt Environmental Behavior of Eighth-Grade Students. The Journal of Environmental Education: Vol. 13, No. 1, pp. 24-29.
103 citations
84 citations
TL;DR: In this paper, the problems of converting environmentalism into modern western living are described, as are various remedies, ranging from new approaches to analysis to various forms of activity and association with the surrounding community.
Abstract: Environmentalism is as much an attitude of mind and a certain code of behaviour as an ideology. Therefore the educational challenge is to make environmentalism real, not merely a classroom abstraction. The problems of converting environmentalism into modern western living are described, as are various remedies, ranging from new approaches to analysis to various forms of activity and association with the surrounding community.
55 citations
43 citations
24 citations
19 citations
TL;DR: The role of zoological parks and aquariums in environmental education is discussed in this article, where the authors discuss the role of zoos in the development of environmental education in the US.
Abstract: (1981). The Role of Zoological Parks and Aquariums in Environmental Education. The Journal of Environmental Education: Vol. 12, No. 3, pp. 41-42.
18 citations
Journal Article•
TL;DR: In this article, the Integrative Thinking as a Goal of Environmental Education is defined as "a goal of environmental education" and Integrative thinking as a goal of education is discussed.
Abstract: (1981). Integrative Thinking as a Goal of Environmental Education. The Journal of Environmental Education: Vol. 12, No. 4, pp. 3-8.
Book•
01 Nov 1981
TL;DR: In recent years, there has been a conceptual merging of influence from open education, behavioral psychology, environmental psychology, and architecture into an approach that can be labeled "environ....
Abstract: In recent years there has been a conceptual merging of influence from open education, behavioral psychology, environmental psychology, and architecture into an approach that can be labeled "environ...
TL;DR: In this paper, the effects of process instruction on problem identification skills in environmental education were investigated and the results showed that process instruction is beneficial for problem identification in the field of environmental education.
Abstract: (1981). The Effects of Process Instruction on Problem Identification Skills in Environmental Education. The Journal of Environmental Education: Vol. 12, No. 3, pp. 36-40.
TL;DR: The Journal of Environmental Education: Vol. 12, No. 3, No 3, pp. 21-24, 1981 as mentioned in this paper discusses participation in Pro-Environmental Behavior and the role of environmental education.
Abstract: (1981). Participation in Pro-Environmental Behavior. The Journal of Environmental Education: Vol. 12, No. 3, pp. 21-24.
TL;DR: In this article, Coley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school.
Abstract: Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.
TL;DR: The role of scientific information in four areas related to EPA's mandate to protect public health and environmental quality are discussed and ways to improve the process by which scientific data is evaluated by EPA and the public and incorporated into standard-setting actions by agency decision makers are recommended.
Abstract: The US. Environmental Protection Agency administers various statutes, all of which require the agency to collect and evaluate scientific data for eventual use in developing and implementing regulations. Each law, however, imposes a distinctive set of data management requirements and a unique information burden upon EPA program offices. The Toxic Substances Control Act (TSCA), for example, requires the use of quantitative risk assessments in evaluating the potential health hazards of new chemicals and provides for consideration of economic factors in determining whether identifiable risks are unreasonable risks. The Clean Air Act, on the other hand, does not allow economics to play any role in setting National Ambient Air Quality Standards (NAAQS) and in fact requires that the standards be based on an adequate margin of safety. This interpretation assumes that there will be no residual risk to populations at air pollution concentrations below the standard. Regulations, and the scientific and technical information supporting them, are developed to carry out statutory mandates, which may be divided into two classes: pollution abatement regulations that reduce or eliminate existing environmental problems, such as toxic and conventional water pollutants, and prospective regulations that identify and control anticipated or potential hazards to the environment and public health or that control new and possibly hazardous uses of existing practices. Examples of prospective regulations are the Premanufacturing Notification Program and Significant New Use Rules developed under TSCA, the Clean Air Act requirements for the New Source Performance Standards, and sections of the Resource Conservation and Recovery Act which relate to the generation, transport, and disposal of hazardous wastes. Implementation of these regulations results in various kinds of decisions. These include the control of individual pollution sources or classes of pollution sources, issuance of permits, regional environmental quality management, and administrative policy decisions that extrapolate from scientific data and lead to multipollutant or multimedia strategies for pollution abatement and control. To a degree, each decision is based upon scientific and technical data. This paper will discuss the role of scientific information in four areas related to EPA's mandate to protect public health and environmental quality. These areas are research management, distinctions between science issues and policy issues, criteria development and standard setting, and risk analysis. Finally, the authors recommend ways to improve the process by which scientific data is evaluated by EPA and the public and incorporated into standard-setting actions by agency decision makers.
01 Apr 1981
TL;DR: The major difference between the developing countries of Latin America, Africa and Asia and the countries of the industrial North is that they are staggeringly poor and we are wildly rich, at least in an economic sense.
Abstract: The major difference between the developing countries of Latin America, Africa and Asia and the countries of the industrial North is that they are staggeringly poor and we are wildly rich, at least in an economic sense. Their environmental problems are the result of their poverty. Ours are the result of our wealth. They do not have enough nutritious food, adequate health services, enough clothing and shelter, good water or education or jobs. "In simply trying to survive," as Brian Johnson at the International Institute for Environment and Development puts it, "the poorest are busy at work destroying their own fragile and threatened life-support systems" [1]. They are over-exploiting their soils, over-grazing their grasslands, decimating their forests, while bowing to the economic pressures of Northern conglomerates who exploit their natural resources. In the scramble traditional social structures are cracking and cultural identities are undergoing severe strain. The poorer countries spend their conscious environmental energy trying to create wealth. In striking contrast we overproduce and overconsume. We spend most of our conscious environmental energy on the ethics and technology of how to handle the physical and social waste of our affluence. We are so rich in fact that we are even beginning to ask, 'How much is enough?' The first question that arises from this great economic disparity between North and South is, why should the North be concerned about the environment of poor people in far-away lands? This is a political-economic question, perhaps even a moral one. The second question is, what is the direction of environmental education in developing countries? This is an educational question that helps us to re-examine our own environmental education concerns in the light of global perspectives. The third question relates to the first two, what is the link between the North-South dialogue and environmental education?
TL;DR: This article showed that environmental concerns are inversely related to concern about energy and the economy and that the common assumptions about public perception of the trade-offs between environmental quality, economic growth, and energy production are invalid.
TL;DR: In this paper, the authors present Beyond a Philosophy: Of Outdoor Environmental Education (BEE), a philosophy of outdoor environmental education with a focus on physical education and outdoor environmental awareness.
Abstract: (1981). Beyond a Philosophy: Of Outdoor Environmental Education. Journal of Physical Education and Recreation: Vol. 52, No. 4, pp. 23-26.
TL;DR: In this paper, four basic types of regulatory monitoring are identified: (1) monitoring performed by a polluter against his won in-house standards; (2) monitoring conducted by an environmental regulator against external standards, (3) law-enforcement monitoring by some government agency, (4) policy-assessment monitoring by government agency or independent body to investigate whether the aims of environmental policy are being achieved.
Journal Article•
TL;DR: In this article, the danger, adventure education, and schools were discussed in the context of physical education and sports education in public schools, and the authors proposed a curriculum for outdoor adventure education.
Abstract: (1981). Danger, Adventure Education, and Schools. Journal of Physical Education and Recreation: Vol. 52, No. 9, pp. 53-54.