Showing papers on "Environmental education published in 1986"
TL;DR: The metaphorical model of a tree describes two approaches to outdoor education: experiential and environmental education as mentioned in this paper, and both approaches, properly integrated, achieve objectives for all four relationships, and, in the process, create a truly functional outdoor education experience.
Abstract: A new definition of outdoor education founded upon six major points is presented. Outdoor education: (1) is a method for learning; (2) is experiential; (3) takes place primarily in the outdoors; (4) requires use of all senses and domains; (5) is based upon interdisciplinary curriculum matter; and (6) is a matter of relationships involving people and natural resources. The metaphorical model of a tree describes two approaches to outdoor education. Adventure education relates to interpersonal and intrapersonal relationships. Environmental education concentrates on ecosystemic and ekistic relationships. The author maintains that both approaches, properly integrated, achieve objectives for all four relationships, and, in the process, create a truly functional outdoor education experience.
206 citations
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102 citations
TL;DR: In this article, the authors compared high school students' knowledge of and participation in responsible environmental behaviors after participation in a six-day residential environmental education workshop and found that those receiving the issue awareness instruction failed to demonstrate an increase in their level of knowledge of environmental action and did not report participating in a significantly greater number of environmental behaviors.
Abstract: High school students' knowledge of and participation in responsible environmental behaviors were compared after participation in a six-day residential environmental education workshop. One treatment group received instruction, for the most part at the awareness level, in environmental issues while the other group received instruction, also at the awareness level, in both environmental issues and action strategies. The results showed that those students receiving the issue awareness instruction failed to demonstrate an increase in their level of knowledge of environmental action and did not report participating in a significantly greater number of environmental behaviors. However, those students receiving instruction in both environmental issues and action strategies did demonstrate an increased level of knowledge of environmental action and reported participating in a greater number of environmental behaviors. Educational implications are also discussed.
84 citations
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58 citations
TL;DR: In a survey conducted by as discussed by the authors, the authors evaluated one aspect of the Science-Technology-Society (S-T-S) theme, namely, the teaching of global problems related to science and technology.
Abstract: This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.
55 citations
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01 Jan 1986
42 citations
TL;DR: In this article, the authors analyzed sociodemographic characteristics and beliefs about the effects of fire in forest environments and made recommendations concerning the appropriate audiences and content to target in the design of fire information programs.
Abstract: Data from three independently conducted surveys indicate a high level of support for management practices initiated and controlled by the manager. Additional analysis performed on one of the data sets further reveals the extent to which sociodemographic characteristics and beliefs about the effects of fire in forest environments predict public approval. Based on the analyses, recommendations are made concerning the appropriate audiences and content to target in the design of fire information programs.
38 citations
TL;DR: In this paper, the construct of fear, its use in outdoor environmental programs, and the results of two recent studies on fear are described and discussed. And the authors describe the use of fear in outdoor adventure activities as part of their curriculum.
Abstract: A growing number of environmental education organizations use outdoor adventure activities as part of their curriculum. Many of these activities can be fear-provoking and exert a tremendous influence upon the individual. These fears are both environmentally and socio/psychologically based and can be modified through participation in adventure activities. This paper describes the construct of fear, its use in outdoor environmental programs, and the results of two recent studies on fear.
33 citations
TL;DR: In this paper, the authors argue that changes in emphasis in the curriculum, notably towards an increase in science process and environmental education, are prompting a higher level of practical problem solving approaches and integration of traditional subject areas across the curriculum.
Abstract: Changes in emphasis in the curriculum, notably towards an increase in science process and environmental education, are prompting a higher level of practical problem solving approaches and integration of traditional subject areas across the curriculum. The local environment, whether in rural or urban areas, provides a virtually untapped resource in which experimental and investigatory work may be carried out. Ecological investigations fulfil the aims of science process whilst providing first-hand field experience.
24 citations
TL;DR: In this article, an investigation was conducted to determine the use of outdoor resources in the teaching of natural science in secondary schools and to obtain suggestions from biology, earth science, and environmental science teachers for increasing and improving the use OFR resources.
Abstract: This investigation was conducted to determine the use of outdoor resources in the teaching of natural science in secondary schools and to obtain suggestions from biology, earth science, and environmental science teachers for increasing and improving the use of outdoor resources. A random sample of teachers in these fields was surveyed. The study showed that about 16 percent of the classes do not study science outdoors and the majority of the classes use outdoor resources fewer than three times during the school year. Financing travel and large class size are the main impediments to outdoor natural science.
TL;DR: In this paper, the authors examined the long-term effects of an environmental education program specifically designed to involve citizens in environmental affairs concerning water quality in Lake Michigan and found that the most common changes were: greater awareness of the problem and more confidence in discussing environmental issues in public forums.
Abstract: Citizen involvement in public decision-making processes affecting the environment requires an informed and motivated citizenry. This paper examines the long-term effects of an environmental education program specifically designed to involve citizens in environmental affairs concerning water quality in Lake Michigan. Feedback from the participants indicates a wide range of attitudinal and behavioral change as a result of program participation. The most common changes were: greater awareness of the problem and more confidence in discussing environmental issues in public forums.
TL;DR: The Journal of Environmental Education: Vol. 17, No. 2, No 2, pp. 1-3, 1986 as mentioned in this paper, was the first publication of the current trend in environmental education.
Abstract: (1986). Current Trends in Environmental Education. The Journal of Environmental Education: Vol. 17, No. 2, pp. 1-3.
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TL;DR: This paper found that environmental messages related to human physical and emotional needs occurred more frequently those those related to animals and plants in stories set in rural, non-farm settings and that this selection of children's fiction literature was influenced by the environmental awareness generated by Earth Day 1970, in that somewhat more environmental content was found after 1970.
Abstract: Content analysis was used to determine the environmental content in a selection of national award-winning children's literature from 1960 to 1982. All but six of the seventy-two books analyzed had some type of environmental content, but with the exception of one book, the messages did not constitute themes. Many books used both social and environmental issues as backdrops to the main action of the story. Environmental messages related to human physical and emotional needs occurred more frequently those those related to animals and plants. Environmental messages occurred most frequently in stories set in rural, non-farm settings. It appears that this selection of children's fiction literature was influenced by the environmental awareness generated by Earth Day 1970, in that somewhat more environmental content was found after 1970.
TL;DR: In this paper, a background perspective on the origin of environmental education and some of the factors which led to a growing concern for evaluation is presented. But this perspective on evaluation is based on the view that it is nalve to restrict our view of Environmental education to any particular communications programmes, and also untenable to evaluate these by merely attempting to measure behaviour change.
Abstract: This paper attempts to isolate and explore some central issues in environmental education and 'its evaluation. Initially it develops a background perspective on the origin of environmental education and highlights some of the factors which led to a growing concern for evaluation. Issues arising from this are then discussed before an emergent, context specific, research-based approach to evaluation is derived; an approach that could evolve from existing 'intuitive judgement' evaluation. This perspective on evaluation is based on the view that it is nalve to restrict our view of environmental education to any particular communications programmes, and also untenable to evaluate these by merely attempting to measure behaviour change.
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TL;DR: In this paper, the authors distinguish four target groups for tertiary environmental education: the technical group, the subject specialist groups, the management group and the lay group, and propose different teaching strategies.
TL;DR: The Curriculum for the Conservation of People and their Environment as discussed by the authors is a curriculum for the conservation of people and their environment, which is based on the principles of environmental education.
Abstract: (1986). A Curriculum for the Conservation of People and their Environment. The Journal of Environmental Education: Vol. 17, No. 4, pp. 1-12.
TL;DR: In this paper, a case study of how an urban open space can be developed and promoted, both as an educational resource and as a public amenity is given in a summary of the Devonshire Road Nature Reserve in the London Borough of Lewisham.
Abstract: Problems encountered in teaching ecology, particularly fieldwork, are discussed with emphasis on the special difficulties in urban areas. Even when suitable sites are available, the task of setting up fieldwork can be very daunting to an inexperienced teacher. Nonetheless, the increased emphasis on environmental aspects of biology in the new GCSE syllabuses should make fieldwork imperative. Criteria for selection of good sites for fieldwork are suggested and the role of the Urban Ecology Study Unit (UESU) at Thames Polytechnic in surveying sites and producing teaching materials for local schools is outlined. To illustrate the outcome, a case study of how an urban open space can be developed and promoted, both as an educational resource and as a public amenity, is given in a summary of the Devonshire Road Nature Reserve in the London Borough of Lewisham.
TL;DR: In this paper, the authors describe a graduate field course that uses the system concept and the geochemical cycle as unifying paradigms to study environments that range from rock outcrops and rain forests to mangroves and aquaculture experiments.
Abstract: Solutions to increasing environmental problems in Latin America require professionals trained in the interdisciplinary area of environmental sciences. However, such training is difficult to achieve in a traditional discipline-oriented curriculum. This paper describes a graduate field course taught in Brazil that uses the system concept and the geochemical cycle as unifying paradigms to study environments that range from rock outcrops and rain forests to mangroves and aquaculture experiments. The course emphasizes acquiring the techniques of integrated observation, using such intellectual tools as operational definitions, measurement scales, and a priori hypotheses. The overall objective is to help students learn how to analyze diverse environmental systems, a necessary first step for comprehensive land use management.
TL;DR: A case study of a school-based curriculum development as a model for INSET is presented in this article, where the authors present a case study for the development of a School-based Curriculum Development as a Model for InSET.
Abstract: (1986). A Case Study of a School‐based Curriculum Development as a Model for INSET. Journal of Education for Teaching: Vol. 12, No. 2, pp. 155-162.
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