Showing papers on "Environmental education published in 1987"

Analysis and synthesis of research on responsible environmental behavior: A meta-analysis.

Abstract: Despite the wealth of information which exists concerning environmental behavior, it is not known which variable or variables appear to be most influential in motivating individuals to take responsible environmental action. A meta-analysis of environmental behavior research was undertaken in an attempt to determine this. An exhaustive search of the empirically based environmental behavior research conducted over the past decade yielded a substantial number of studies representative of a broad academic base. The characteristics and findings of these studies served as the data for the meta-analysis. As a result of the meta-analysis, the following variables were found to be associated with responsible environmental behavior: knowledge of issues, knowledge of action strategies, locus of control, attitudes, verbal commitment, and an individual's sense of responsibility. A model of predictors of environmental behavior is proposed.

Impact of Education, Age, Newspapers, and Television on Environmental Knowledge, Concerns, and Behaviors

Abstract: :What effect does education, age, and consumption of environmental information from newspapers and television have on people's environmental knowledge, concerns, and behavior? Partial answers to this question are based on a 1984 telephone survey of 336 residents of Ithaca, New York. Respondents' education and newspaper use led to greater effects. Television use, both for specific environmental information and in general, appeared to have some negative consequences. Age did not relate to the dependent variable.

Public Environmental Knowledge: A Statewide Survey

Abstract: The environment as an issue has been prominently before the public for almost two decades. Yet the question of how much the public knows about their environment or about environmental issues has seldom been considered in the research literature. Using data from a statewide survey, this paper examines the general level of public environmental knowledge and analyzes the sociodemographic characteristics correlated with such knowledge. The results indicate that public environmental knowledge remains painfully low, and that the major correlates of environmental knowledge are education, income, and sex. The need for the development of environmental knowledge scales that can be applied across a variety of research is discussed.

Environmental education : practice and possibility

Abstract: Bargaining with reading habit is no need. Reading is not kind of something sold that you can take or not. It is a thing that will change your life to life better. It is the thing that will give you many things around the world and this universe, in the real world and here after. As what will be given by this environmental education practice and possibility, how can you bargain with the thing that has many benefits for you?

Students' Knowledge and Beliefs concerning Environmental Issues in Four Countries

Abstract: Five surveys conducted in the United States, Australia, England, and Israel on the knowledge and beliefs of ninth- and tenth-grade students on environmental issues could be compared because respondents answered similar questionnaires. Where investigated, sex and general achievement level were correlated with environmental knowledge. Students' beliefs tended to be stronger than their factual and conceptual knowledge. In Australia, England, and Israel, where students' sources of knowledge were also investigated, the mass media were the most important source. This influenced students' judgement on the seriousness of different environmental issues.

Teachers' Environmental literacy: Check and Recheck, 1975 and 1985

Abstract: In 1975 and 1985, 500 randomly selected K—12 Indiana teachers were polled regarding their physical environment and related energy problems. Participants completed three instruments that had been designed for the project and dealt with (a) word recognition, (b) concept understanding, and (c) attitudes. Analysis of results indicated that teachers had limited environmental literacy but had higher marks in 1985 than in 1975.

Outdoor education and its educational objectives.

Abstract: After a personal introduction relating the author's own background in outdoor activities, this paper traces the evolution of outdoor education through two inter-related strands: outdoor pursuits and environmental education. Recent developments in outdoor education are traced through the general national and international movement in environmental issues, curriculum reform and the shift from what is learned to how learning takes place. Drawing on a proposed HMI document, a series of aims of outdoor education are set out. Geography and outdoor education have a definite harmony of purpose. A confessional introduction In looking at the nature of outdoor education I would like to view it within the overall theme of this conference, namely 'Environment, exploration, and education'. I also wish to bring to it a personal view, what John Eyles (1985) has illustrated as the 'confessional approach'. Most geographers have, traditionally, been interested in the outdoors; indeed many have become geographers precisely because of the stimulation their environment has given to them both intellectually and emotionally. I can reveal here that my own geographical interests came somewhat late in my academic career, for having set out to study history I was seduced to geography by realising that to undertake full time study of the subject was a way of legitimising (at least in my opinion) my climbing in the Alps, involvement with Outward Bound and the Brathay Hall Trust, expeditions in Africa, Iceland and Norway, extended Greyhound trips across America and perhaps, most basically, a wish just to go and see new places. I have never regretted this change of academic direction, though I am continually grateful to my historical training. Eventually my interest in geography took me into a professional career in town planning, where history, geography, environmental and outdoor education, with many other inputs too, became inextricably inter-linked in problem solving activities. What has this confession to do with the nature of outdoor education, and its relationship with geographical education, exploration and the environment? I believe it is fundamental, for personally I find it difficult to see the contribution of outdoor education except through a reflection on my own experiences and what they have meant to me. At the very least they have recently allowed me to critically evaluate a quotation by the romantic poet William Blake who wrote: Great things are done when men and mountains meet. This is not done by jostling in the street. I would suggest that he was not altogether right in his view, and that geographers, as exponents of outdoor education, have also achieved and learned a good deal by "jostling in the street". At a venue such as the annual conference of the GA it is not entirely sensible to look at the origin of geography to see how outdoor education is inter-related with it: there are far too many people here, in any case, who would contradict or gainsay me from their better knowledge. The history of geography is well documented, and we can easily recognise, in the broad development of our subject, the early Peter Smith is one of Her Majesty's Inspectors of Schools, based in the North of England at Pudsey. This is an edited version of a lecture he gave at the Annual Conference of the Geographical Association on 22nd April 1987. ©The Geographical Association 1987. Geography © 1987 209 This content downloaded from 157.55.39.250 on Sun, 18 Jun 2017 17:50:34 UTC All use subject to http://about.jstor.org/terms

Educational model for environmental‐cognition development

Abstract: Environmental education (EE) is an holistic educational approach the main goal of which is to develop the students’ environmental cognition, as compared to the disciplinary approach which develops a compartmentalized cognition. Environmental cognition is defined as a reciprocal relationship, comprising knowledge, understanding, sensitivity, perceptiveness and imagination with regard to the environment as well as responsibility and motivation to make environmental decisions. A conceptual model was constructed for this purpose comprising three stages: sensing the environment and generating questions; analysing and then synthesizing a system presentation of the environment, thereby focusing upon the inter‐relatedness and interdependence of environmental components; and environmental problem‐solving. The model was implemented for training EE teachers and for EE curriculum development. Both of which may enhance the inclusion of EE within the formal educational system.

Professional ecologists and the education of young children

Abstract: Efforts to conserve natural habitats and their non-human occupants, a concern of most ecologists and evolutionary biologists, are ultimately futile unless there is a change in concepts and attitudes among decision-makers throughout the general public, from subsistence farmers to presidents of multinational corporations. One way to encourage this change is to upgrade the biological and environmental education that children receive.

Cultural Ecology and Environmental Education

Abstract: :Resource depletion, environmental degradation, and related problems are not simply the results of technology and economy. The underlying cause is the collective behavior of individuals in a society, behavior that is predominantly cultural. Cultural ecology can contribute to environmental science and education as well as to the solution of environmental problems by providing concrete case studies that demonstrate the importance of the cultural factor and by providing a broader cross-cultural and diachronic perspective on human-environment interactions and environmental problems. After a brief survey of various ecological approaches in anthropology, cultural ecology is reviewed with particular attention to concepts, methods, resources, and relevance for teaching this subject in environmental studies.

Applying a Feminist Critique to Environmental Education

Abstract: One thing about which there is widespread consensus is that the earth and its inhabitants are in social and environmental peril. This is where the consensus ends, however, for there is equally widespread disagreement as to the nature and causes of the problems (more social or more environmental), the severity of the problems (for whom are they recognised and felt as problems), and the most appropriate and effective solutions necessary to deal with them. This paper argues for the adoption of a critical, feminist perspective in examining the area of Environmental Education (EE) as an ‘appropriate response’ to this globally perceived socio-environmental crisis. Historically, environmental education emerged out of the early 1970's during the time when the environmental movement was gaining momentum and vitality on a worldwide scale (Disinger, 1983; Robottom, 1985a; Stapp, 1970). It was envisioned by the international participants at the three major UNESCO-UNEP Environment Conferences held that decade, that EE was the most appropriate and hopeful educational response to the crisis situation of the deterioration of quality of life and the environment (Fensham, 1978). The aims of EE that emerged from the UN conference in Tbilisi, USSR in 1977 were particularly ambitious in that they transcended a concern with the roles, objectives and guiding principles of EE and spelled out the need for an understanding of: … the epistemological and institutional structures that affect consideration of environmental demands” … and …. “the obstacles (epistemological, cultural or social) restricting access to educational messages and their utilization” (Robottom, 1985b).

Basic Camp Management: An Introduction to Camp Administration. Second Edition.

Abstract: This practical, instructional guide serves both as a learning resource for the novice camp director and as a quick reference for the more experienced director. Covering 14 topics of study identified by the American Camping Association as core areas of knowledge for camping professionals, this book includes discussions of leadership, participation, program design, risk management, finances, marketing, site and facilities, and strategic planning. Interpretive charts, tables, and graphics illustrate both the basics and the nuances of camp administration. Each topic is followed by a series of checkpoints and questions pertinent to the previous discussion to be used as a tool for further review.

Environmental Education as Educational Reform

Abstract: Ten years on from the landmark environmental education conference at Tbilisi, it is salutary to reflect on the extent to which some of the distinguishing characteristics espoused in the nineteen-seventies are manifest in environmental education of the 'eighties. The critical problem-solving interest of environmental education recommended in the literature of the 'seventies was consistent with the social/political concerns of the world community at the time—concerns to which the UNESCO environmental education programme was a response. However, this critical problem-solving interest is not commonplace in schools, and still represents a serious challenge to the existing patterns of schooling. Consequently the position that environmental education should entail widespread educational reform is nowadays becoming stronger and more evident.

The Israeli Environmental Education Project: A New Model of Interdisciplinary Student-Oriented Curriculum

Abstract: The Ministry of Education of Israel—through its Center of Curriculum Development—commissioned the development and implementation of environmental education curriculum for grades eleven and twelve in the national educational system. The aim of the curriculum was as follows: “This curriculum will deal with the interrelationships between man and his environment and will develop within students the readiness and the capability for personal contribution and social activity towards the improvement of the environment they are living in.” This aim has been translated and crystallized into a new innovative curricular model which, in turn, determines the characteristics, the processes, and the products of the Israeli Environmental Education Project (IEEP). This interdisciplinary, science-, student-, and value-oriented model is based on our contention that environmental education (EE) is problem-oriented education about the environment, in the environment, and for the environment and the human being as part...