scispace - formally typeset
Search or ask a question

Showing papers on "Environmental education published in 1992"


Journal ArticleDOI
Bob Jickling1
TL;DR: In 1992, the authors argued that "Why I Don't Want My Children to Be Educated for Sustainable Development" The Journal of Environmental Education: Vol 23, No 4, pp 5-8.
Abstract: (1992) Viewpoint: Why I Don't Want My Children to Be Educated for Sustainable Development The Journal of Environmental Education: Vol 23, No 4, pp 5-8

221 citations



Journal ArticleDOI
TL;DR: In this paper, the basic precepts of environmental education, summarizes state-level efforts directed at its establishment, and makes suggestions for systematically incorporating it into the K-12 curriculum.
Abstract: Significant progress has been made in the United States in including the environment in government, business, household, and individual decisionmaking. Unfortunately, there is no parallel trend in the nation's K-12 schools. This article reviews the basic precepts of environmental education, summarizes state-level efforts directed at its establishment, and makes suggestions for systematically incorporating it into the K-12 curriculum.

125 citations


Journal ArticleDOI
TL;DR: A tour guide training program was developed for rural communities near Costa Rica's Tortuguero National Park to respond to the impacts of the 24-fold increase in park visitation in the past decade, to involve local communities in resource management, and to provide regional environmental education as mentioned in this paper.
Abstract: A tour guide training program was developed for rural communities near Costa Rica's Tortuguero National Park to respond to the impacts of the 24-fold increase in park visitation in the past decade, to involve local communities in resource management, and to provide regional environmental education. The development of the training course involved a survey of scientists and park managers to ascertain resource management needs, priorities for information to be disseminated, and impacts of tourism on the resource base. Current and potential tour guides were surveyed to identify their information needs, solicit their input in the training program, and to determine their knowledge and skills. Written questionnaires were developed and given to 400 tourists to determine their activities and environmental information needs, and hotel owners were censused to examine the economic feasibility of a local guide program. A pilot training course and guide program involving 12 Tortuguero residents demonstrated that a tour guide program: (1) helped mitigate negative tourism impacts on Tortuguero National Park's natural resources, particularly by regulating tourists on the park's 35-km beach used for nesting by endangered sea turtles; (2) provided environmental education to an important segment of the local community not traditionally reached through school or government development projects; (3) provided environmental information to tourists, thus enhancing their visit; and (4) provided local economic benefits through lucrative part-time employment, thereby allowing local people to participate more fully in the tourism system. An extended training course is being planned to provide further environmental education programming and to increase year-round employment opportunities for the tour guides.

122 citations


Journal ArticleDOI
TL;DR: The 4P Approach to Dealing with Scientific Uncertainty as discussed by the authors is a well-known approach for dealing with uncertainty in science and policy for sustainable development, and it has been widely used.
Abstract: (1992). The 4P Approach to Dealing with Scientific Uncertainty. Environment: Science and Policy for Sustainable Development: Vol. 34, No. 9, pp. 12-42.

114 citations


Journal ArticleDOI
TL;DR: In this paper, the authors surveyed approximately 3,200 students from a sample of 30 secondary schools in New York State to assess levels of environmental knowledge, environmental awareness, and environmental concern.
Abstract: This article reports on a 1990–1991 study of 11th-grade students in New York State. The authors surveyed approximately 3,200 students from a sample of 30 secondary schools to assess levels of environmental knowledge, environmental awareness, and environmental concern. Independent variables included type of school, region of school, and the level and sex of students. Further, the authors controlled for reported sources of environmental information and interest in greater exposure to environmental issues at school. They found that, although students scored rather low on knowledge questions, they displayed higher scores on awareness and concern, and 56% of the students reported that they would like additional environmental education to be offered in school. This research is important from a policy perspective because New York, like many other states, has only minimal formal environmental education requirements in the secondary curriculum and instead suggests individual teacher infusion. As such, it ...

110 citations


Journal ArticleDOI
TL;DR: In this paper, a 1990 study was conducted to compare attitudes of Cornell University students with similar studies done in 1971 and 1981, which focused on what students were willing to give up by measuring changes in attitudes toward 35 specific items and tested the hypothesis that people who see benefits of economic growth or have faith in technological solutions are less willing to make personal sacrifices.
Abstract: Earth Day 1970 is considered by many to be the major starting point of the modern environmental era. Where are we today—two decades later? The environmental problems faced by society today will most likely require personal changes in lifestyles as part of their solution. A 1990 study was conducted to compare attitudes of Cornell University students with similar studies done in 1971 and 1981. This trends analysis focused on what students were willing to give up by measuring changes in attitudes toward 35 specific items. In addition, a New Environmental Paradigm growth and technology scale was used to test the hypothesis that people who see benefits of economic growth or have faith in technological solutions are less willing to make personal sacrifices.

102 citations


Journal ArticleDOI

100 citations


Journal ArticleDOI
Helen Spork1
TL;DR: The lack of correlation between theory and practice of environmental education in Australian schools is investigated in this article, showing that the current form of education does not develop a commitment to environmental conservation among students or give them the power to take action in resolving environmental problems.
Abstract: The lack of correlation between theory and practice of environmental education in Australian schools is investigated. The current form of environmental education does not develop a commitment to environmental conservation among students or give them the power to take action in resolving environmental problems.

87 citations


Journal ArticleDOI
TL;DR: In this paper, student's perceptions of the environment and environmental issues and its implications for environmental studies in the Detroit metropolitan area are investigated, students feel rather than politicizing the environmental problems, they can be tackled by the principles of re-use and recycle, limiting the use of the perks of modern society and boycotting polluting products.
Abstract: Student's perceptions of the environment and environmental issues and its implications for environmental studies in the Detroit metropolitan area are investigated. Students feel rather than politicizing the environmental problems, they can be tackled by the principles of re-use and recycle, limiting the use of the perks of modern society and boycotting polluting products.

63 citations


Journal ArticleDOI
TL;DR: In this article, the authors examined the transfer of environmental information and ideologies from Costa Rican children to their parents and found that although environmental information may be transferred in some families and conditions, this transfer is generally rare and situation-specific, and environmental educators should not assume that adults are routinely reached by information presented to children.
Abstract: In this study, the authors examined the transfer of environmental information and ideologies from Costa Rican children to their parents. Ethnographic data were collected in two school districts in Costa Rica's Central Valley through (1) interviews with teachers, sixth grade children, and parents; (2) a field pretest-post-test of parents for specific environmental knowledge, which their children were taught in school; and (3) participant observation of families, schools, and communities. The data revealed that although environmental information may be transferred in some families and conditions, this transfer is generally rare and situation-specific, and environmental educators should not assume that adults are routinely reached by information presented to children. The authors recommend that more emphasis be placed on nonformal environmental education programs that target adults. They also suggest ways to increase the likelihood that adults are exposed to environmental information presented to ch...


Journal ArticleDOI
TL;DR: Adams et al. as discussed by the authors defined wildlife education as "those teaching and learning processes that introduce information about specific wildlife resources, habitats, ecological relationships, conservation, and management strategies into public school and community educational programs." To be worthwhile, this process should result in positive changes in knowledge, attitudes, awareness and actions toward wildlife.
Abstract: OVERALL, animals rank high in the favorite interests of children (Badaracco 1973, Bart 1972, Collins 1976, Finley 1921). Therefore, it is no surprise that lessons on animals easily capture the imagination of young students, particularly when live specimens are used (Gantert 1966, Schultz 1967, Swingler 1965). Because these programs involve multi-sensory stimuli, they usually elicit varied responses from students, many of which are positive. As a result, classroom teachers are led to believe that these exposures are worthwhile and, therefore, "feel" education is taking place. Hendee (1972) has labeled this intuitive process as "folklore" and warned against using it to validate the success of environmental education programs. Instead, he and Yager (1978) advocated the use of research to determine if affective and cognitive goals have been met. Adams and Thomas (1986, p. 480) defined wildlife education as, "Those teaching and learning processes that introduce information about specific wildlife resources, habitats, ecological relationships, conservation, and management strategies into public school and community educational programs." To be worthwhile, this process should result in positive changes in knowledge, attitudes, awareness and actions toward wildlife. However, based on reported research in the environmental literature, it is uncertain which methods can best accomplish the previously stated goals (Knapp 1972). Recent attempts by researchers to explain the educational effectiveness of programs using animals have met with differing results (Adams, Newgard & Thomas 1986; Kress 1975; LaHart 1981; Moore 1983; Morgan & Gramann 1989). Of particular interest to this study is the development of human orientations toward wildlife. Two typologies have recently emerged in the literature that focus on young people's attitudes toward animals (Kellert 1985; Adams et al. 1986). Kellert (1985) stratified Connecticut children according to nine different wildlife orientations: naturalistic, ecologistic, humanistic, moralistic, scientistic, aesthetic, utilitarian, dominionistic and negativistic. Adams et al. (1986) developed a model based on the Triandis (1971) theory that incorporates feelings, beliefs and actions. Respondents were divided to approximate Adair's (LaHart & Tillis 1974) four dimensions of social behavior: action, satisfaction, frustration and apathy. These typologies are useful; however, they have some limitations that include:

Journal ArticleDOI
TL;DR: In this paper, the barriers to ecology education in North American high schools were examined from a new perspective: educational concern among ecologists, ecological concern among educators and philosophers, the nature of ecology and how to approach it among curriculum developers and teachers, anthropological and archaeological knowledge in ecological education, teaching evolution in secondary school curriculum, holistic views of ecological education and essential characteristics necessary for an adequate ecological education.
Abstract: In this article, the author discusses the barriers to ecology education in North American high schools within a new perspective. The author argues that new insights to overcome the barriers could be obtained when we examine the barriers from the following viewpoints: a) educational concern among ecologists, b) ecological concern among educators and philosophers, c) the nature of ecology and how to approach it among curriculum developers and teachers, d) anthropological and archaeological knowledge in ecological education, e) teaching evolution in secondary school curriculum, f) holistic views of ecological education, g) essential characteristics necessary for an adequate ecological education, h) the place of ecology in school curriculum, and i) preparation for action in school curriculum. Finally, the study provides 10 important steps that could help improve the status of ecology education in North America. These steps fall under levels: a) the level of educational institutions, b) the level of e...


Journal ArticleDOI
TL;DR: The authors conducted case studies of selected environmental courses, taught by seven teachers in six Illinois secondary schools and found some similarities and differences in environmental education programs at the secondary school level and suggest some directions for similar courses.
Abstract: Integration of environmental education throughout the curriculum provides the range of perspectives and knowledge necessary for environmental understanding but creates other problems. One suggestion for alleviating these difficulties at the secondary level is to create distinct environmental education courses, possibly as part of the science curriculum. Although such courses may reduce the difficulties inherent in an integrated approach, other complications may arise. The author conducted case studies of selected environmental courses, taught by seven teachers in six Illinois secondary schools. The findings indicate some similarities and differences in environmental education programs at the secondary school level and suggest some directions for similar courses.


01 Jan 1992
TL;DR: In this article, a critical ethnographic portrayal of the pedagogical reasoning and actions of an Australian teacher as he planned and taught an education for thenenvironment program based upon the People and the Environment semester unit of the Yearn11-12 geography syllabus in Queensland is presented.
Abstract: This thesis is centred upon a critical ethnographic portrayal of the pedagogical reasoning andnactions of Steven, an Australian teacher, as he planned and taught an education for thenenvironment programme based upon the People and the Environment semester unit of the Yearn11-12 geography syllabus in Queensland. Critical ethnography is similar to interpretivenethnography in its sensitivity to the experiences of research participants but differs from itnthrough the use of a priori theory to provide an explanatory understanding of humannexperience. The goal of explanatory understanding is sought through an examination of thendynamic interaction of personal and contextual influences on Steven's pedagogical reasoning.nGiddens' theory of structuration is used in this task in two ways. The first is as a social actionntheory to interpret the influences on Steven's pedagogical reasoning. The second is as a socialnaction theory in the development of a language and practice of possibility in environmentalneducation.A language and practice of possibility are necessary for teachers to be able to seek the socialntransformation objectives of environmental education in the face of the many ideological andnmaterial barriers in the contexts of their teaching. These barriers operate to reproduce the socialnand economic systems that are the root causes of environmental problems. Literature onnenvironmental education, critical curriculum theorizing and social action theory are integrated innChapter 2 in order to develop a critical curriculum theory for environmental education whichncontains within it a language of possibility. This theory is described in this study as qcriticalneducation/or the environmentq. Five defining characteristics of the practice of critical educationnfo r the environment are identified. These focus upon the development of a criticalnenvironmental consciousness, critical thinking and decision making skills, a criticalnenvironmental ethic, and the social action skills of political literacy through the use of anpedagogy of critical praxis. A process of ideology critique is used to contrast critical educationnfor the environment with other approaches, especially liberal education for the environment.nThe latter seeks the social transformation goals of critical education for the environment butndoes so from within a liberal framework of personal values and lifestyle changes, thus ignoringnthe structural changes that critical environmental educators argue are necessary to facilitate andnsupport personal transformation.Research on teachers' thinking is reviewed in Chapter 3. This chapter criticises the failure ofnmuch research on teachers' planning, beliefs and personal practical knowledge to consider theninfluence of social structures and dominant ideologies in determining pedagogical action. Thenrole of these contextual influences is important in both the conceptual and methodologicalnframeworks of this study. qEnvironmental education perspectiveq is developed as a constructnfor investigating the interaction of the teacher's environmental beliefs and educational valuenorientation within particular pedagogical contexts. Critical ethnography is used as a researchnmethod because it enables an examination of the influence of social processes wider thannindividual subjectivity. Structuration theory is used as a bridge between the micro-sociologicalnfocus of research on teachers' thinking and the macro-sociological focus of critical curriculumnresearch to explore how Steven sought to translate the qlanguage of possibilityq in education fornthe environment into learning experiences for his students. n n

Journal Article
TL;DR: In this paper, the authors discuss some of the common barriers confronting outdoor and experiential education teachers and present strategies for surmounting them and identify the most common obstacles encountered by teachers in outdoor education programming.
Abstract: This paper discusses some of the common barriers confronting outdoor and experiential education teachers and presents strategies for surmounting them. The identified concerns and suggested solutions were obtained from in-depth open-ended interviews conducted with 10 outdoor education/environmental education consultants and teachers in Alberta (Canada). Existing curriculum can be used to develop a support system including teachers, students, and parents to counteract administrative barriers such as withdrawal of funding and lack of support. Teachers need to take advantage of team teaching or personal training to increase their experience and confidence in implementing outdoor education programs. In addition, teachers should design a risk-management plan for their program to deal with safety and liability concerns of outdoor education programs. Creative scheduling and staffing for field trips can help to resolve time conflicts during traditional class periods. Areas and sites for field trips should match a particular program's objectives with the experience of the teacher and students. Available resources such as transportation and equipment should be considered prior to planning an outdoor education program. Finally, budget issues were among the most common obstacles encountered by teachers in outdoor education programming. To resolve the problem, the costs should be kept low initially and fundraising can be conducted through grant writing and student activities. Overcoming barriers means commitment, organization, and persistence on the part of teachers who deliver outdoor and environmental education programs. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Journal ArticleDOI
TL;DR: In this paper, the authors provide a selective review of interdisciplinary research of the bases for and obstacles to effective environmental advocacy, concluding with a call for research examining how the perceptions of the self and the environment influence people's understanding of environmental advocacy.
Abstract: This essay provides a selective review of interdisciplinary research of the bases for and obstacles to effective environmental advocacy. Analyses of the social backdrop of contemporary environmental advocacy are synthesized and research associated with environmental communication is considered in the context of how people process information and appeals associated with the environment. Theory and research involving social cognition is used to indicate ways in which advocates might better promote environmentalism. The analysis concludes with a call for research examining how the perceptions of the self and the environment influence people's understanding of environmental advocacy.

Journal ArticleDOI
TL;DR: In this article, the authors compare the situation in South Africa to the recommendations of the 1977 Tbilisi international conference on environmental education, with reference to the human environment, education, research, and incorporation in the educational system.
Abstract: In this article, the authors compare the situation in South Africa to the recommendations of the 1977 Tbilisi international conference on environmental education, with reference to the human environment, education, research, and incorporation in the educational system. The needs and priorities of environmental education that emerged from this conference were addressed at the Moscow international conference, held 10 years later. The authors relate the situation in South Africa to the Moscow conference proceedings, which include such aspects as international cooperation in the field of environmental education, environmental education as part of the entire educational process, and the interdisciplinary nature of environmental education. The authors list some of the international strategies for environmental education and training in future years that were proposed at the Moscow conference and discuss their relevance to South Africa.



Journal ArticleDOI
TL;DR: A Checklist for Reviewing Environmental Education Programs is presented in this article, where the authors present a set of checklists for evaluating environmental education programs, and present a review of the programs.
Abstract: (1992). A Checklist for Reviewing Environmental Education Programs. The Journal of Environmental Education: Vol. 23, No. 2, pp. 46-50.


Journal ArticleDOI
John Fien1
TL;DR: In this article, Cornbleth describes curriculum as an ongoing social activity shaped by various contextual influences within and beyond the classroom, and argues that curriculum is a contextualized social process which cannot be understood adequately without attention to its setting or context.
Abstract: Any discussion of curriculum should consider the social setting, especially the relationship between schools and society and its influence on curriculum decisions…. Curriculum decisions take place in a complex social setting, through demands that are imposed by society and filter down to schools (Ornstein and Hunkins, 1988: 114). Context is an important element in understanding the nature of the curriculum in any field and its goals. Thus, Cornbleth (1988: 89) describes curriculum as “an ongoing social activity shaped by various contextual influences within and beyond the classroom”. She argues that curriculum is a “contextualized social process” which: … cannot be understood adequately … without attention to its setting or context. Curriculum is contextually shaped…. (C)urriculum emerges from the dynamic interaction of action, reflection and setting (Cornbleth, 1990: 6-7) Similarly, Berlak and Berlak (1981: 24) write of the need to investigate teachers' decision making in terms of “the social, cultural and political forces and structures that are omnipresent in all social situations”. Sharp and Green (1975) argue that comprehensive explanations of teaching require an investigation of the “sociology of situations, their underlying structure and interconnections and the constraints and contingencies they impose” (p. 25).

Journal ArticleDOI
TL;DR: The United Nations Environment and Development Agenda 21 has been adopted by consensus and the United Nations Environmental Action Programme for sustainable development for the next century has, by consensus, been adopted as discussed by the authors.

Book
01 Jan 1992
TL;DR: In this paper, the authors reviewed and compared the World Population Plan of Action and the UNESCO-UNEP Global Strategy for Environmental Education: the objectives, tactics, actors and institutions.
Abstract: This paper starts out reviewing and comparing the World Population Plan of Action and the UNESCO-UNEP Global Strategy for Environmental Education: the objectives, tactics, actors and institutions Subsequently, the examination of numerous materials from the family planning field provides some examples to be emulated by community-based environmental activities in developing countries Population, cultural and gender variables are also sought in some existing environmental education and protection efforts It is hoped that such information will increase the ability to integrate these concerns into environmental education and public awareness programmes The analysis builds on the author's previous research on gender issues

Journal ArticleDOI
TL;DR: In 1990, the president of Tufts University became the first leader of a major university to establish environmental education and protection as institutional priorities as discussed by the authors, and he was the only leader to do so.
Abstract: In 1990, the president of Tufts University became the first leader of a major university to establish environmental education and protection as institutional priorities.

Journal ArticleDOI
Ian Robottom1
TL;DR: In this article, the relationship between research in policy and professional development of practitioners in environmental education is explored, and alternative techniques and methods must be used for research in the professional development and encouragement of different kinds of teacher professionalism.
Abstract: The relationship between research in policy and professional development of practitioners in environmental education is explored. Alternative techniques and methods must be used for research in the professional development of practitioners and encouragement of different kinds of teacher professionalism.