Showing papers on "Environmental education published in 1991"
TL;DR: In June 1992, the UN Conference on Environment and Development will be held in Brazil, marking the twentieth anniversary of the first UN conference on the environment, held in Stockholm in 1972 as discussed by the authors.
Abstract: In June 1992, the UN Conference on Environment and Development will be held in Brazil. A follow up to the World Commission on Environment and Development, it will mark the twentieth anniversary of the first UN conference on the environment, held in Stockholm in 1972. Promoting environmental education is one of 23 objectives for the conference.
150 citations
TL;DR: This article examined attitudes about business and the environment in a sample of 237 business students, using a 14-item measurement scale, the Business Environment Questionnaire, and explored the underlying worldview concerning the environment using the New Environmental Paradigm Scale (Dunlap and Van Liere 1978).
Abstract: This study examined attitudes about business and the environment in a sample of 237 business students, using a 14-item measurement scale, the Business-Environment Questionnaire. The study also explored the underlying worldview concerning the environment using the New Environmental Paradigm Scale (Dunlap and Van Liere 1978). Overall, the study found the expressed attitudes of the sample to be strongly pro-environmental and primarily related to a concern for the balance of nature. The results appear consistent with the emergence of a “New Environmental Paradigm.” To the extent that attitudes of contemporary business students indicate the future orientation of the business community, corporate policies toward the environment may undergo a considerable shift in the future.
131 citations
TL;DR: Credibility appears to be the most valuable attribute of an environmental information source and more and more diverse information sources and higher levels of consumer interest are needed to involve the public effectively in environmental issues.
Abstract: Environmental risk communication is examined as a community-based public health issue in this study. It provides data on information dynamics in six communities prior to the implementation of national community right-to-know legislation. It also provides a baseline for measuring changes in knowledge, attitudes, information gathering activities and other behaviors. Respondents (3,129) from six communities, Albuquerque, New Mexico; Cincinnati, Ohio; Durham, North Carolina; Middlesex County, New Jersey; Racine, Wisconsin; and Richmond, Virginia, provided information about recall of environmental risk information and sources, as well as personal knowledge, attitudes and behaviors related to environmental health risks. Local media are the most pervasive source of environmental information. Interpersonal sources were reported by fewer than 12% of the respondents. Credibility appears to be the most valuable attribute of an environmental information source. Credibility and expertise are perceived as independent c...
120 citations
Journal Article•
106 citations
TL;DR: This paper evaluated the impact of the environmental education program NatureScope in regular classrooms where it was used as a curriculum supplement for 8 weeks and found no significant differences between groups exposed to the materials and the control groups.
Abstract: The authors evaluated the impact of the environmental education program NatureScope in regular classrooms where it was used as a curriculum supplement. Teachers used the materials in the classroom for 8 weeks. A pretest/posttest design produced few significant differences between groups exposed to the materials and the control groups.
102 citations
TL;DR: In this paper, an examination of Nature and Environmental Education Center goals is presented, focusing on meeting the goal of Responsible Environmental Behavior (RBE) in the field of environmental education.
Abstract: (1991). Are We Meeting the Goal of Responsible Environmental Behavior? An Examination of Nature and Environmental Education Center Goals. The Journal of Environmental Education: Vol. 22, No. 3, pp. 16-21.
74 citations
29 Apr 1991
TL;DR: In this article, the authors present Environmental Management Tenets, Environmental Policies, Environmental Requirements Documents, Environmental Considerations in Facility Site Selection, Permit, License, and Approval Applications, and Property Tax Exemptions for Environmental Equipment.
Abstract: 1 Environmental Management Tenets 2 Environmental Policies 3 Environmental Requirements Documents 4 Environmental Considerations in Facility Site Selection 5 Environmental Considerations During the Design Engineering Process 6 Permit, License, and Approval Applications 7 Property Tax Exemptions for Environmental Equipment 8 Project Management of Environmental Studies 9 Environmental Agency Inspections 10 Reporting to Environmental Regulatory Agencies 11 Environmental Audit 12 Environmental Noncompliance Reporting and Corrective Action 13 Contracting for Waste Management Services 14 Maintenance of Environmental Equipment 15 Environmental Education and Training 16 Environmental Awareness and Emergency Response
68 citations
TL;DR: This paper found that after-school discussion of what was learned in school was the most popular science activity, followed by watching TV, reading, engaging in science-related activities, and listening to the radio, respectively.
Abstract: The responses of 544 10th grade students to a questionnaire indicated that informal/nonformal science activities (discussions, watching TV, listening to the radio, reading, and other activities, such as visits to museums and field trips) were positively correlated with the following: the extent to which school science is conceived to be related to everyday life, attitudes toward science and science learning, parents' occupation, school environment, intentions for further study, and career aspirations. After-school discussion of what was learned in school was rated the most popular science activity, followed by watching TV, reading, engaging in science-related activities, and listening to the radio, respectively. Informal/nonformal science activities were found to be associated with a strong commitment to science and science learning.
63 citations
TL;DR: This article evaluated natural resource education materials for the elementary level to determine their emphasis on educational content and instructional goals and found that the majority of materials addressed basic knowledge of ecological principles, with minimal coverage of resource management issues and the higher instructional goals of analytical skill development and environmental behavior.
Abstract: Natural resource education materials for the elementary level were evaluated to determine their emphasis on educational content and instructional goals. The majority of materials addressed basic knowledge of ecological principles, with minimal coverage of resource management issues and the higher instructional goals of analytical skill development and environmental behavior. The strengths and weaknesses of the lessons were identified and related to teacher utilization of natural resource education materials and achievement of environmental education and natural resource management goals.
55 citations
TL;DR: This paper assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution, including solid and toxic waste, air, soil, and water pollution.
Abstract: This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted. This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the...
52 citations
TL;DR: A case study reported in this article describes a two-year action-research investigation of conceptual, evaluation and adoption tensions that led to a revised approach to environmental education and curriculum innovation.
Abstract: The case study reported in this paper started as a research and development initiative to improve environmental education and ecology fieldwork activities. A package of resource materials and activities was developed and pilot‐tested with teachers. Despite highly commended workshops, however, follow‐up evaluation revealed that the curriculum packages were not widely used. The paper discusses a two‐year action‐research investigation of conceptual, evaluation and adoption tensions that led to a revised approach to environmental education and curriculum innovation. The rational and centre‐to‐periphery orientation of the initial research and development project was replaced by a teacher support network to facilitate ‘grass‐roots’ reconstructive action. This orientation was then investigated with two groups of science teachers in rural schools. The study revealed how external support services and a sustained dialogue around the prevailing science curriculum, local environmental issues and everyday classroom ac...
TL;DR: In this paper, the authors point out that environmental education is at a crossroads after being dominated over the past two decades by a science education perspective which places blind faith in the assumptions and values of science, including its ability to deal effectively and efficiently with the environmental problems that trouble us.
Abstract: Environmental education is at a crossroads after being dominated over the past two decades by a science education perspective which places blind faith in the assumptions and values of science, including its ability to deal effectively and efficiently with the environmental problems that trouble us. However, there are a number of international developments which show signs of challenging the dominance of this paradigm. These developments point toward a new approach which incorporates many elements of experiential education, and provides a great opportunity for experiential educators to contribute to the field of environmental education. However, this opportunity is attended by the equally great threat of cooptation by the applied science perspective.
TL;DR: In this article, the influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined, and it was found that students who attended the SUNSHIP Earth program increased their ecological knowledge significantly.
Abstract: :The influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined. It was found that students who attended the Sunship Earth program increased their ecological knowledge significantly. Participation in the Sunship Earth program did not result in more positive environmental attitudes. Part of the success of the Sunship Earth program is attributed to the setting in which it occurs and the techniques used to develop ecological concepts. The need for more opportunities for teachers to develop skills in environmental education and to participate in environmental education curriculum development that would link extension education more firmly to the school curriculum is discussed.
TL;DR: In Australian schools, environmental education in Australian schools is generally becoming recognized as education for the environment, as distinct from but usually including education 'about' and education 'in' the environment (Greenall, 1987) as mentioned in this paper.
Abstract: Environmental education in Australian schools is generally becoming recognised as education for the environment, as distinct from but usually including education 'about' and education 'in' the environment (Greenall, 1987). This means that students of environmental education will be encouraged to develop an attitude of caring for the Earth (including the biosphere) and its resources, and to participate actively in maintaining and improving the quality of their environment. What encourages students (and ourselves) to move actively towards these goals?
Book•
01 Feb 1991
Book•
01 Jan 1991
TL;DR: In this paper, a new metalanguage between various fields of study is explored, striving towards an open-ended synthesis which cuts through science & humanity, through philosophy & practical wisdom.
Abstract: Based on the contemporary state-of-the-art of Environmental Education (EE), the book deals with some basic conceptual frameworks and methodological foundations of modern EE, within our technological society. The book sets out to stimulate the readers with new ways of thinking, enriching them with new perspectives, images, concepts, associations and outlooks concerning the environment and EE. Under the umbrella of the ecological paradigm, a new metalanguage between various fields of study is explored, striving towards an open-ended synthesis which cuts through science & humanity, through philosophy & practical wisdom. In achieving a clearer picture of the boundaries of EE as a new area of knowledge, the book attempts to formulate a coherent theory of education. Such an endeavor, not achieved thus far, offers a foundation for the development of STES-oriented curricula.
Journal Article•
TL;DR: In this paper, the authors discuss approaches for turning sustainable development rhetoric into individually recognizable alternatives that may contribute to achieving sustainable societies and provide some detailed examples of reorientation of current human activities toward a sustainable society using design criteria.
Abstract: In this article, the authors discuss approaches for turning sustainable development rhetoric into individually recognizable alternatives that may contribute to achieving sustainable societies They discuss geographic, historical, human-ecological, and simulation approaches and provide some detailed examples of reorientation of current human activities toward a sustainable society using “design criteria”
Book•
01 Jan 1991
Journal Article•
Journal Article•
TL;DR: The New National Environmental Education Act: A Renewal of Commitment as mentioned in this paper is a renewal of commitment to environmental education, which was introduced by Bill Clinton and signed into law in 1991.
Abstract: (1991). The New National Environmental Education Act: A Renewal of Commitment. The Journal of Environmental Education: Vol. 22, No. 2, pp. 7-10.
01 Jan 1991
TL;DR: In this paper, the authors argue that the barriers to such integration and concomitant action are many and strong, and due understanding of holism's fundamental importance is barely beginning to sweep our prejudice-bound world.
Abstract: Our world of Mankind and Nature is becoming more and more seriously threatened as human populations and profligacy increase. Yet short of near-future calamity, there should be hope in global environmental education as a basis for countering such threats as those of world hunger, acidic precipitation, increasing desertification, nuclear proliferation, ‘greenhouse’ warming, and stratospheric ozone depletion. We need to educate people throughout the world to see these dangers in their global context and to act always within this perspective — be they decision-makers, legislators, or mere private citizens. For their actions and effects compound to make up those of their pandominant species, the likes of which our unique planet Earth can surely never have experienced before, and consequently its all-important Biosphere, constituting virtually the whole of our and Nature's lifesupport, is totally unprepared to withstand.The above means that decisions and concomitant actions at the personal level can and often do affect the globe, to however infinitesimal a degree, and of this all people on Earth should be forewarned, acting on it with clear understanding and due responsibility. Particularly North Americans should realize that their effect is disproportionately large, as they use some 36% of the world's resources although comprising only about 6% of its population. Towards remedying such anomalies and effecting an improved sharing of responsibility among all the world's human inhabitants, an urgent need is, clearly, effective global environmental education. We need a world of concerned people with the knowledge that personal decisions and local actions can affect others very widely, and that each individual human being thus has a role in furthering solutions to environmental, as well as political and social problems.With the need for such thinking and action so clear, and the stakes so very high, why is it that global perspectives are not better integrated into today's educational system? ‘The answer is that the barriers to such integration and concomitant action are many and strong, and due understanding of holism's fundamental importance is barely beginning to sweep our prejudice-bound world.’ These barriers include lack of student interest and pertinent enrolment, lack of international perspective among teachers and in the general press, and lack of television and other news-media coverage of such real world affairs. A general obstacle lies in the tendency of educational efforts to emphasize differences rather than similarities — scarcely conducive to fostering an interdependent, one-world ethic. Yet global issues should be our ultimate consideration, and holistic practice our means of furthering them for lasting survival.It is clear that we humans no longer have the option of foregoing a global perspective, and that there is dire need for widely-increased global environmental education to inculcate greatly-increased respect and concern for the world environment. This is brought starkly to mind on realization that practically all the horrors which now beset our world were known fairly widely already twenty years ago — including threats to the stratospheric ozone shield, the ‘greenhouse effect’ on world climate, the effects of deforestation and devegetation with ever-increasing human population pressures, and many more — and that new ones keep on emerging. These latter include build-up of nuclear-waste and other pollutions, AIDS, everincreasing acidic deposition and salinization, flooding of lowlands and other effects of climatic changes, and further foreseeable problems that are likewise of our own making in being due to human overpopulation, ignorance, and/or profligacy.
TL;DR: A water education questionnaire was developed to assess elementary educators' knowledge of 22 water topics, the priority given to each topic in their curricula and the types of incentives needed for water topics to be included in them as discussed by the authors.
Abstract: A water education questionnaire was developed to assess elementary educators' knowledge of 22 water topics, the priority given to each topic in their curricula and the types of incentives needed for water topics to be included in them. A total of 450 educators completed the questionnaire. The results indicate that educators perceived that they had adequate knowledge for relatively few water topics and failed to give these topics priority in their curricula. The need for development of an elementary water curriculum accompanied by intensive workshops with follow-up is indicated.
TL;DR: The Bicentennial Australian Studies Schools Project (BASSP) as mentioned in this paper published Education for the Australian Environment (Fien 1988), a booklet with guidelines for injecting an Australian Studies perspective into environmental education.
Abstract: This paper is an outgrowth of my work for the Bicentennial Australian Studies Schools Project (BASSP) for which I wrote the booklet, Education for the Australian Environment (Fien 1988). This was one of ten booklets on Australian Studies distributed to every primary and secondary school in Australia early in 1988. The purpose of Education for the Australian Environment was to provide guidelines for injecting an Australian Studies perspective into environmental education. In the final chapter of the first draft of the booklet I sought to provide a framework for the development of an environmental education policy through a process of curriculum inquiry at the individual school level.In part, I was moved to include a framework for school level curriculum work in environmental education by concerns expressed by Gough (1987) and Robottom (1987a) about the value of centrally-developed policy statements on environmental education. While the 1977 Tbilisi Declaration urged UN member states to prepare policies “to introduce environmental concerns, activities and content into their education systems”, Gough and Robottom urged caution over the use of centralised policies as instruments for educational change. In summary, the reasons for their concern stemmed from the potential danger that centrally developed policies might foreclose debate over the nature, goals and practices of environmental education and, thus, supplant local innovations and variations in environmental education with uniform prescriptions. They also expressed concern that the hierarchical pattern of authority embedded in centralised curriculum decision making was inappropriate to environmental education and that it could easily lead to the deskilling and disempowerment of environmental educators at the grassroot levels.