Showing papers on "Environmental education published in 1985"

Mandating Preservice Enviromental Education Teacher Training: The Wisconsin Experience

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.

A Goal Structure for Precollege STS Education: A Proposal Based Upon Recent Literature in Environmental Education:

Abstract: In a recent issue of The Bulletin of Science, Technology and Society, Waks and Prakash (1985) examine four conceptions of STS education. The limitations of a technical, rational-academic, and personal conceptions of STS education are explicated, as arguments are put forth in favor of the social responsibility conception. Waks and Prakash recommend modificatior.s which are needed in teacher recruitment procedures, preservice and inservice teacher education, and the nature of the administrative support provided teachers if the social responsibility conception of STS education is to be implemented in our schools.

Environmental Education: Module for In-Service Training of Social Science Teachers and Supervisors for Secondary Schools. Environmental Educational Series 10.

Abstract: PREFACE A series of experimental modules for the pre-service and in-service training of primary-school teachers, secondary-school science and social science teachers in environmental education has been prepared in the context of the Unesco-UNEP International Environmental Education Programme (IEEP) as a follow-up to the Tbilisi Conference Recommendations with respect to the training of teachers in environmental education. This module focuses on the pre-service training of social science teachers and supervisors in environmental education for secondary schools. In this context the social science teachers are those concerned with the teaching of history, geography, social studies, economics, the arts, ethics and religion. The main objectives of the module are to: (a) foster the acquisition and transfer of knowledge, skills and affec-tive attributes concerning the environment and its problems; and (b) develop competence in the teaching and supervision of the environmental dimension of social science in secondary schools. In this context, the module treats (a) historical and philosophical development of environmental education;(b) essential knowledge about the environment and its problems; (c) teaching methodologies, activities and experiments and evaluation in environmental education; and (d) strategies for the planning , development, implementation, management and evaluation of the environmental dimension of secondary school social science. The Unesco-UNEP International Environmental Education Programme welcomes comments, for improving this module in its future versions, to be sent to the following address: IEEP ED/STE unesco, Paris 7e France Opinions expressed in this publication are not necessarily those of Unesco. The designation employed 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 delimitations of the frontiers of any country or territory.

Place, Home, and Story in Environmental Education

Abstract: The personal experience of place is a fundamental step toward understanding our environment. Environmental education should foster an exploration of the place within which we each live. A sense of place, though, is not sufficient. We must cherish our place in our environment as home, and we should act to protect and improve it as we would our home—for indeed it is. Stories provide a psychologically powerful tool for understanding our environment and our relationships with it. Environmental educators should make good use of place, home, and story in their teaching.

Guide on Simulation and Gaming for Environmental Education.

Abstract: Guide on simulation and gaming for environmental education , Guide on simulation and gaming for environmental education , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

Introducing Minorities to Natural Resource Career Opportunities

Abstract: In an effort to increase the participation of minorities within natural resource professions, the U.S. Forest Service's Northeastern Forest Experiment Station and The Ohio State University's School of Natural Resources developed and implemented a resident outdoor experience to introduce selected minority youth to natural resource career opportunities. Two groups of high school students, one minority and one nonminority, participated in three-day resident programs. The research design consisted of a pretest-posttest comparison of results from a resource inventory, stress test and an information questionnaire administered to each group prior to and after the experience. Results indicate that a positive learning experience for both groups took place; however, when compared to the non-minority students the knowledge and attitudes of the minority students changed significantly. There was no difference in stress level factors between the two groups. At the end of the experience, the minority students indicated an increased interest in forestry and other natural resource management areas, especially wildlife. OHIO J. SCI. 85 (1): 29-33, 1985 INTRODUCTION resource-related professions, minorities are The daily lives of all Americans are afn o t ^ ' ^ Y s h a r i n g in decisions about fected by the management, use and consernatural resources management. vation of natural resources. However, due TT I n *f S l x P a s s i o n a l areas of the to the paucity of minorities in natural ,nited States Department of the Interior, where national policies regarding natural resources are formulated, Blacks, His'Manuscript received 14 August 1984 and in repanics, and Asian Americans only hold vised form 26 November 1984 (#84-42). 2.8% of the jobs. Native Americans fill il li ll ri t management, use and consert t e a cit f i rities i at ral ' i t i t ise f r e er ( ). t effectively sharing in decisions about natural resources management. I t e six professional areas of the United tates epart ent of the Interior,

A Review of Teacher Inservice in Environmental Education: 1970–1980

Abstract: The 1970s witnessed a tremendous national concern about the environment. As might be expected, this concern was translated to schools in the form of environmental education and the need to have teachers qualified to teach this topic. This paper reviews the published studies from the 1970s (indexed in ERIC Document Retrieval Service) dealing with teacher inservice in environmental education. A wide variety of formats and audiences were addressed by these inservice opportunities. Unfortunately, few studies made any attempt to test the effectiveness of their programs. Thus, it is difficult to recommend a particular format for future inservice efforts.

Environmental Capability of the Very Young: some implications for environmental education in primary schools

Abstract: The paper reports on a project designed to investigate how 6 and 7 year olds are able to represent their journey to school and home area by means of four different stimulus presentation techniques: (i) free‐recall sketching; (ii) air photograph interpretation; (iii) map interpretation; (iv) verbal reporting. The results support the findings of those who have pointed out that a sense of place has already emerged by the time childen have arrived at infant school. It is shown that the method of assessment exerts a considerable influence upon how young children are able to describe familiar places. The educational implications of the results are examined, particularly in the context of the recent enthusiasm for environmental education in the primary school.

Contestation and continuity in educational reform : a critical study of innovations in environmental education

Abstract: This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal

A new beginning for environmental education in Australia

Abstract: In 1980-81 when I last wrote about the future of environmental education in Australian schools I was quite pessimistic and concluded that environmental education had been a phenomenon of the affluent seventies in Australia. This conclusion was based on observations, reading and experience with schools, education authorities and curriculum projects over the preceding seven years. Environmental education aims to develop not only awareness, understanding and skills. Most importantly, it also aims to encourage feelings of concern for the environment and protection. This means that it is concerned with social reconstruction — environmental education programs must have moral and political components if they are to achieve the accepted aims of environmental education. In 1980-81 I argued that environmental education had been subjected to incorporation within the existing hegemoney of schools in a neutralised form — the radical ‘action’ components of the environmental education aims had been deleted from school programs whilst the less controversial cognitive and skill aims had been retained, together with the name ‘environmental education’. There was evidence that programs of this genre had increased during the seventies, including an increased environmental content in traditional subjects in the curriculum. In general terms there was little inducement for schools to implement all the aims of environmental education.

Historical Perspectives of Outdoor and Wilderness Recreation Programming in the United States.

Abstract: This paper traces the history of outdoor programming beginning with the influence of western expansionism and the settling of the American frontier. The late 1800s brought about a change in the national attitude from an adversaeial view of wilderness to a beneficial view. This was reflected by writers such as Henry David Thoreau and John Muir. Muir founded the Sierra Club, one of the first outdoor clubs organized for protecting the wilderness and enjoying the outdoors. During World War II, Kurt Hahn of Great Britain developed the Outward Bound program to help British sailors cope in survival situations. In 1962, Joshua Miner launched Outward Bound in the United States. Paul Petzoldt and Willie Unsoeld, two wellknown mountaineers influenced by the philosophy of Outward Bound, respectively, founded two schools to train outdoor leaders and acted as national spokespersons for the wilderness recreation movement. College outdoor programs were appealing and grew rapidly throughout the 1960s. These programs, called "common adventurism", a name derived from an rbscure legal term, differed from outdoor clubs in two respects: the program's activities were largely initiated by the participants and group decisions were made democratically. By the 1970s, wilderness recreation had reached an all-time boom that necessitated the implementation of minimal impact camping techniques and federal regulation of land use. Because accidents occur and will continue to occur in outdoor recreation, the legal profession will continue to play a role in shaping the character of outdoor

Research directions in social and environmental education

Abstract: Social and environmental education are two sides of a coin. Each has similar student-centred goals that see an understanding of society or the environment and one's place within it as a medium for achieving some of the long term goals of education. The similarities between the two have not been recognised nearly as much as they could have been, though Disinger (1982) among others has recognized international, global, futures, population and values education (all long established themes in social education) as imperatives in environmental education. Both social and environmental education seek to help young people identify, understand and desire to resolve the problems that confront humanity.