Showing papers on "Environmental education published in 1990"
TL;DR: In this article, the authors present a model for changing learner behavior through environmental education, which they call "changing Learner Behavior through Environmental Education." The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
Abstract: (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education: Vol. 21, No. 3, pp. 8-21.
1,948 citations
TL;DR: In this article, the implications of attitude and behavior research for environmental conservation are discussed, focusing on attitudes and behavior in the field of environmental education, and their implications on environmental education.
Abstract: (1990). Implications of Attitude and Behavior Research for Environmental Conservation. The Journal of Environmental Education: Vol. 22, No. 1, pp. 26-32.
433 citations
TL;DR: Motivations and barriers to recycling: Toward a Strategy for Public Education as mentioned in this paper is an example of a strategy for public education that can be found in the literature of environmental education.
Abstract: (1990). Motivations and Barriers to Recycling: Toward a Strategy for Public Education. The Journal of Environmental Education: Vol. 22, No. 1, pp. 13-18.
190 citations
TL;DR: In this article, the New Environmental Paradigm and Further Scale Analysis (SSA) were discussed. But they did not consider the effects of the new paradigm on the environmental education.
Abstract: (1990). The New Environmental Paradigm and Further Scale Analysis. The Journal of Environmental Education: Vol. 21, No. 4, pp. 20-26.
184 citations
TL;DR: In this paper, the authors discuss what went wrong in environmental education and what can be done to correct it, and present a set of guidelines for how to improve environmental education in the future.
Abstract: (1990). Environmental Education: What Went Wrong? What can be Done? The Journal of Environmental Education: Vol. 22, No. 1, pp. 9-12.
154 citations
TL;DR: In this article, the authors propose an Environmental Education for Sustainable Development? The Journal of Environmental Education: Vol. 21, No. 4, pp. 3-6, 1990.
Abstract: (1990). Environmental Education for Sustainable Development? The Journal of Environmental Education: Vol. 21, No. 4, pp. 3-6.
94 citations
TL;DR: In this paper, education in action: a community problem-solving program for schools is described. But the authors focus on the problem of building a community and not on the curriculum.
Abstract: (1990). Education in Action: A Community Problem-Solving Program for Schools. The Journal of Environmental Education: Vol. 21, No. 4, pp. 13-19.
78 citations
01 Jan 1990
TL;DR: McClure and Wiesenmayer as discussed by the authors constructed concept maps from expressions taken from the issue "global climate." Expressions were assigned to one of three domains: science, technology or society.
Abstract: Concept maps provided a measure of subjects' cognitive structures before and after completion of an environmental education course. Concept maps were constructed from expressions taken from the issue "global climate." Expressions were assigned to one of three domains: science, technology or society. Maps were analyzed by constituent propositions, which were categorized by various characteristics including the domains of the expressions connected, the relationship expressed and the strength, determined by a protocol developed for this study. Significant differences were found in the frequencies of occurrence for various proposition characteristics and these were correlated with previous academic experiences. Some proposition characteristics were also correlated with the results of a final examination. Comparison of concept maps prepared before and after an environmental education course showed some changes in proposition characteristics. A brief description of the course, the expressions used in the concept mapping activity, a description of "networking" symbols and a sample map, the protocol used to evaluate the concept maps, and the resu:Lts of the statistical analysis are appended. (Author/KR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY John R. McClure TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Effects of an Environmental Education-Related STS Approach Instruction on Cognitive Structures of Preservice Science Teachers' John R. McClure and Paul E. Bell, Director, Center for Education in STS The Pennsylvania State University Abstract U.S. DEPARTMENT OF EDUCATION Una e olE ducahonst Research and ImprovOment EDUCATIONAL Fit SOURCES INFORMATION CENTER IERICI This document has been reproduced aS received horn Ihe person or organization ofiyinating r !Amor changes have been made to improve reproduction QualityU.S. DEPARTMENT OF EDUCATION Una e olE ducahonst Research and ImprovOment EDUCATIONAL Fit SOURCES INFORMATION CENTER IERICI This document has been reproduced aS received horn Ihe person or organization ofiyinating r !Amor changes have been made to improve reproduction Quality Poinlsolviewor opinions Staled in this docu ment do no! notesSarily represent official OE RI position or policy Concept maps provided a measure of subjects' cognitive structures before and after completion of an environmental education course. Concept maps were constructed from expre,isions taken from the issue "global climate." Expressions were assigned to one of three domains: science, technology or society. Maps were analyzed by constituent propositions, which were categorized by various characteristics including the domains of the expressions connected, the relationship expressed and the strength, determined by a protocol developed for this study. Significant differences were found in the frequencies of occurrence for various proposition characteristics and these were correlated with previous academic experiences. Some proposition characteristics were also correlated with the results of a final examinations. Comparison of concept maps prepared before and after an environmental education course showed some changes in proposition characteristics. Introduction. Martin (1985) identified four categories under which various goals of science education might fall. These categories are goals relating to: 1) the the acquisition of knowledge, 2) the acquisitions of skills, 3) the building of understanding and 4) the development of propensities to behave in certain ways. STS curricula offer a unique opportunity for development in all four categories. STS education can be a vehicle for widening the areas in which students perceive science information to be relevant. Associations between science concepts and other aspects of the students lives may result in reinforcement of the science concepts and allow more opportunities for transfer of these concepts to problems outside the classroom. A hieghtening of perceived relevance of science concepts may generate more interest in science courses and careers and a more positive and realistic attitudes towards science. In spite of the potential cognitive benefits, the preponderance of investigation of STS curricula has focused on Martin's fourth goal only (Waks and Prakash, 1985, Yager et al., 1988 and Rubba and Wiesenmayer, 1985). Mitchener and Anderson (1989) cited content and evaluation as concerns which caused science teachers to question the acceptance of STS curriculum. If STS is to be accepted, work must be done to develop techniques for evaluating and exploiting the potential of STS r;urricula. This study was a is a beginning. . The focus of this study was on the potential to affect two of Martin's four goals: goal 1, acquisition of knowledge and goal 3, building understanding. Concept mapping provided the primary source of data for this study, and a method of evaluating concept maps is introduced. The study examined the effects of the "four goal" STS approach (Rubba and Wiesenmayer, 1985 and Bell and Wiesenmayer, 1990) on students cognitive BEST COPY AVAILABLE 2
71 citations
TL;DR: In this paper, a representative sample of public school students (n=226) was interviewed on marine science, natural resource and decisionmaking concepts and principles and student knowledge was classified according to correct concepts, missing concepts and misconceptions.
Abstract: This study generated base line data on Maine's 4th, 8th and 11th grade students' knowledge of marine science and natural resource principles in relation to the Gulf of Maine. A representative sample of public school students (n=226) was interviewed on marine science, natural resource and decisionmaking concepts and principles. Student knowledge was classified according to correct concepts, missing concepts and misconceptions. Similarities and differences between grade levels were analyzed and compared to results of the Maine Assessment of Educational Progress in Science (1984). The results of this research have implications for the development of more comprehensive and effective curricula for educating students and teachers about marine science and resources. Background Science and environmental education are an important part of the school curriculum. Decreasing resources, increased utilization, pollution and advanced technology demand a society that is knowledgeable about basic science concepts related to resource use and management. The Gulf of Maine is a uniquely productive and valuable resource which is shared by the U.S. . and Canada, and which has significant impLct on Maine's social and economic fabric. The recent World Court proceedings concerning the United S:;ates and Canada maritime boundary in the Gulf of Maine brought together fundamental information on numerous marine science and natural resource issues from such fields as geology, physical and chemical oceanography, ecology, resource utilization and management, and decisionmaking. In the interests of creating a Maine public educated in basic marine science concepts and aware
TL;DR: The authors evaluated the impact of the landscape upon children at 21 junior schools in England and found that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
Abstract: The school landscape can be a teaching resource for botany and environmental education. This inquiry evaluates the impact of the landscape upon children at 21 junior schools in England. Past and present experiences of 8-to 11-year-old children (N = 845) with vegetation, their botanical knowledge, and their environmental dispositions were measured. The results indicate that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
TL;DR: In this article, the authors argue that current human expectations are too high and cannot be met in the finite world of conflicting interests and unevenly distributed resources, and that the time has come to make rational and intelligent decisions and accordingly to take appropriate actions.
Abstract: Current human expectations are too high and cannot be met in the finite world of conflicting interests and unevenly distributed resources. While human activity has caused the current global environmental crisis, education has not prepared people to handle systems of such size and complexity. In order to survive, the time has come to make rational and intelligent decisions and accordingly to take appropriate actions. Thus, environmental education (EE) has become an imperative component of both science and liberal education. STES (Science‐Technology‐Environment‐Society)‐literate people in terms of the “Problem Solving‐Decision Making Act” is advocated as a precondition for the responsible and rational management of the environment in order to ensure future sustainable development; however, STES literacy requires critical system thinking capability on the part of all who are expected to actively and responsibly participate in the democratic decision‐making process. The needed leadership and contribution of t...
Journal Article•
TL;DR: In this paper, the authors explore some of the consequences of accepting uncritically the myth of Western education and environmental education, and explore some alternatives to accepting uncritically the myth. But they also need to understand our stories as highly socialised constructions tailored to the dominant myths of our society and culture.
Abstract: Most of what we claimto “know” about educationalso embody these inadequacies. Most significantly, curriculum, teaching, learning, ways in which we might perhaps, the stories of environmental and outdoor edueducate for a healthier planet, and so on-comes from cation embody what we might call the myth of objectelling each other stories of educational experience. The tivity. There is nothing particularly surprising about means of storytelling may variously be called culture, this: the cultural successes of modern Western science history, tradition, or narrative or myth. The stories are founded on the heuristic value of separating matters themselves include anecdotes, gossip, courses of study, of “objective” fact from matters of “subjective” value. textbooks, journal articles, researchreports, conference But we cannot take it for granted that what is good for presentations by opinion leaders, colleagues and any modern science is necessarily good for the post-modern others who are presumed to have a story to tell in which planet. This essay will explore some ofthe consequences we might conceivably be interested. of-and alternatives to-accepting uncriticallythe myth To be reflective and responsive practitioners we of objectivity in the theory and practice of environmenneed to examine these stories-and especially our own tal and outdoor education’. stories-very carefully. We Many approaches to enneed to understand how Environmental education and vironmental and outdoor our individual and colleceducation embody a contive histories and hopes experiential education are stories constructed ception of the earth as an permeate these stories and, object of instrumental value, in resuonse to some of the Derceived L A its worth determined by its inadequacies of Western culture, but they also to humans as a silo of above all, to have a selfreflective and self-critical awareness of how our interpretations of these stories influence our thoughts and actions. We also need to understand our stories as highly socialised constructions tailored to the dominant myths of our society and culture. Environmental education and experiential education (the latter is better known in Australia as outdoor education) are stories constructedinresponse to some of the perceived inadequacies of Western culture, but they
TL;DR: In this article, the authors present an argument for reform in current environmental education practices within Canada at a time when educational systems in this country are becoming serious about incorporating an environmental perspective, and propose a proposal consistent with authentic principles of socially critical environmental education.
Abstract: Environmental education has become a major concern for many politicians, educators, and parents in Canada. The politics of resource scarcity, environmental deterioration, and failed economic theories have combined to force nations such as Canada to reassess their priorities. Environmentalism has matured to the degree that large numbers of environmentally related contradictions in Canadian society can be traced to patterns of western intellectual thought and debated in terms of differing ideologies relating to population, economic development, government policy making, the legal system, and to education. As we face the 21st century with growing uncertainty and threats to our understandings, our ideas, and our institutions, an environmental perspective may well come to dominate our consciousness and our education. This paper develops an argument for reform in current environmental education practices within Canada at a time when educational systems in this country are becoming serious about incorporating an environmental perspective. After setting the context within systems of Canadian education, the paper attempts to capture the essence of environmental education activities by means of some broadly based Canadian contributions to the field and by two specific examples. The purpose of these sections is to throw into relief a number of tensions and contradictions in the contemporary theory and practice of environmental education in Canada and to identify a number of issues for debate in light of this experience. Finally, a proposal consistent with authentic principles of socially critical environmental education is suggested as a means of reconceptualising future environmental education activities within Canadian contexts.
Book•
01 Jan 1990
01 Jan 1990
TL;DR: In this article, a Middle Level Teacher Education Programme (TEP) designed specifically to train middle level school teachers in environmental content and methods is described, which consists of 48 credit hours of coursework.
Abstract: 30 The opinions expressed in this publication are those of the authors and do not necessarily coincide with any official views of Unesco. The designations used 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 delimita-tions of the frontiers or any country or territory. PREFACE This document describes that portion of a Middle Level Teacher Education Programme (TEP) designed specifically to train middle level school teachers in environmental content and methods. This portion of the T E P serves as a Middle Level Specialization in Environmental Education (SEE), and, as laid out, consists of 48 credit hours of coursework. While this specialization serves as an ideal, its design and description are certainly open to revision in situations where time and resources will not permit full implementation. Knowing that some nations have two or three year teacher education programmes for the training of middle level school teachers, the authors recommend a careful articulation of content and methods courses which will, in fact, help train effective and responsible environmental educators. The main focus of this document is on the design of a middle level specialization in the content and methods of environmental education. The reader is no doubt familiar with the tendency for middle level programmes to be organized along disciplinary lines, and for environmental education to be treated in an inter-disciplinary manner. Despite any apparent disparity between these two programme orientations, the authors posit that it is both possible and necessary for a TEP/SEE to adequately prepare middle level school teachers in both disciplinary and interdisciplinary approaches to the design and delivery of environmental education. To effectively meet this requirement, it appears logical that the SEE should include both disciplinary and interdisciplinary coursework in the content and the methods of environmental education Thus, the SEE laid out in this document contains two sets of courses: a «Core» set of courses which exclusively emphasize the content and methods of environmental education, and a set of more traditional disciplinary courses into which environmental content and methods have been «Infused» to a greater or lesser degree. The secret of the success of a specialization with these unique characteristics lies with the collegiate administrators and faculty members who are able and willing to support it; .e., who are able …
TL;DR: In this article, a case study evaluation of the Master of Environmental Science program at Monash University (Australia) provided the opportunity to assess the case-study method of evaluation and the design of the evaluation is discussed, and use of multiple sources of data and an innovative style are highlighted.
Abstract: Education programs must be evaluated in order to assess their worth and monitor performance. Few environmental education programs have been evaluated, for several reasons including lack of a suitable evaluation method. Evaluation of the Master of Environmental Science program at Monash University (Australia) provided the opportunity to assess the case-study method of evaluation. The design of the evaluation is discussed, and use of multiple sources of data and an innovative style are highlighted.
Book•
01 Jan 1990
TL;DR: Pre-vocational and vocational education IAN JAMIESON Personal and social education CHRIS BROWN Health education HILARY BURRAGE Media education MIKE CLARKE Peace education DAVE HICKS Gender awareness JANIE WHYLD Multicultural and anti-racist education BARRY DUFOUR Global education GRAHAM PIKE Environmental education JOHN HUCKLE Trade union education DUNCAN SMITH Human rights DAVID SELBY as mentioned in this paper
Abstract: Pre-vocational and vocational education IAN JAMIESON Personal and social education CHRIS BROWN Health education HILARY BURRAGE Media education MIKE CLARKE Peace education DAVE HICKS Gender awareness JANIE WHYLD Multicultural and anti-racist education BARRY DUFOUR Global education GRAHAM PIKE Environmental education JOHN HUCKLE Trade union education DUNCAN SMITH Human rights DAVID SELBY.
01 Nov 1990
TL;DR: In this paper, a comprehensive approach based on an education evaluation model was used to develop, implement, and assess educational programs for four specific Kinabulu Park audiences: general park visitors, school groups, local villagers, and the public reached by mass media.
Abstract: Kinabalu Park in Malaysia is a clear example of the role parks can play in providing natural resource education in developing countries, as well as the critical role of education in conservation. I used a comprehensive approach based on an education evaluation model to develop, implement, and assess educational programs for four specific Kinabulu Park audiences: general park visitors, school groups, local villagers, and the public reached by mass media. The programs were developed based on information gleaned from surveys, interviews, and observations of the needs, goals, objectives, resources, and constraints particular to each target audience. The programs, including an interpretive nature trail, a school biology program, a mobile extension program, and a newspaper series, were then implemented and assessed. The results demonstrate that all these programs were successful in increasing environmental knowledge or fostering favorable attitude shifts toward the park system and conservation. The use...
TL;DR: A study of elementary school teachers in rural Honduras was conducted to determine the best approaches for developing environmental education materials and teacher training programs for those schools as mentioned in this paper, which revealed wide differences between schools in the United States and those in the study area.
Abstract: A study of elementary school teachers in rural Honduras was conducted to determine the best approaches for developing environmental education materials and teacher training programs for those schools. Four findings revealed wide differences between schools in the United States and those in the study area: (1) rural Honduran teachers had no more than a high school education, and about half had nine or fewer years of formal schooling; (2) dropout rates are high in rural Honduras—75% by Grade 4 and 84% by Grade 6; (3) teachers in rural Honduras usuany teach more than one grade level in the same classroom, and often three to six grades at a time in very remote areas; and (4) rural Honduran schools do not have telephones, plumbing, electricity, photocopying facilities, or easy access to bask teaching materials such as string, paper, glue, scissors, crayons, etc. These results suggest that U.S. environmental education models and materials may be based on assumptions about U.S. schools that do not hold ...