Showing papers on "Environmental education published in 1995"

Environmental Education for Sustainability: defining the new focus of environmental education in the 1990s

Abstract: summary The history of environmental education reveals a close connection between changing concerns about the environment and its associated problems and the way in which environmental education is defined and promoted. In the 1990s, mounting concern over environment and development problems has meant greater support for an educational approach, which not only considers immediate environmental improvement as an actual goal, but also addresses educating for ‘sustainability’ in the long term. Although some education literature has embraced this new focus of environmental education for sustainability (EEFS), it has failed to outline the essence of this approach and has neglected questions about how it differs from the environmental education of the 1980s. No document exists to date which translates the goals of EEFS into guiding principles for its development in schools. Essentially, EEFS needs further definition. This paper is an attempt to engage the debate about what constitutes this new focus of environm...

Ecological Identity: Becoming a Reflective Environmentalist

Abstract: Mitchell Thomashow, a preeminent educator, shows how environmental studies can be taught from different perspective, one that is deeply informed by personal reflection. Through theoretical discussion as well as hands-on participatory learning approaches, Thomashow provides concerned citizens, teachers, and students with the tools needed to become reflective environmentalists.What do I know about the place where I live? Where do things come from? How do I connect to the earth? What is my purpose as a human being? These are the questions that Thomashow identifies as being at the heart of environmental education. Developing a profound sense of oneself in relationship to natural and social ecosystems is necessary grounding for the difficult work of environmental advocacy. In this book he provides a clear and accessible guide to the learning experiences that accompany the construction of an "ecological identity": using the direct experience of nature as a framework for personal decisions, professional choices, political action, and spiritual inquiry.Ecological Identity covers the different types of environmental thought and activism (using John Muir, Henry David Thoreau, and Rachel Carson as environmental archetypes, but branching out into ecofeminism and bioregionalism), issues of personal property and consumption, political identity and citizenship, and integrating ecological identity work into environmental studies programs. Each chapter has accompanying learning activities such as the Sense of Place Map, a Community Network Map, and the Political Genogram, most of which can be carried out on an individual basis.Although people from diverse backgrounds become environmental activists and enroll in environmental studies programs, they are rarely encouraged to examine their own history, motivations, and aspirations. Thomashow's approach is to reveal the depth of personal experience that underlies contemporary environmentalism and to explore, interpret, and nurture the learning spaces made possible when people are moved to contemplate their experience of nature.

Environment and education: a view of a changing scene

Abstract: This paper is an attempt to review the state of environmental education from the viewpoint of one involved in international and national strategies for its development. It relates environment and education to the whole system of human‐environment relationships and sees environmental education not as a separable package but as a movement for fundamental educational reform, in a rapidly changing world under increasing strees both from human‐induced change and from human nature itself. Environmental education has grown through the promotion of innovative educational approaches and the increasing attention given to human aspects of the system. Some of these, notably the idea of sustainability, need further development and careful use. Much work is needed to bring environmental and social systems together into a single conceptual structure, and to keep the development clear of misconceptions which are none of its making, to tackle the global issues that challenge survival and yet to remain realistic and practi...

Environmental Thinking in the Early Years: understanding and misunderstanding of concepts related to waste management

Abstract: summary This paper provides an overview and discussion of a study of young children's knowledge and understanding of the management of waste materials. It describes a semi‐structured interview and discussion methodology used to ascertain details of children's knowledge and misconceptions about this key environmental issue. Interviews described are with 4 and 6‐year‐old children. The paper presents examples of data recording and analysis, and raises important implications of findings for teachers of children in their first 3 years in school. The study described forms a part of a larger international research project which focuses on acquisition of environmental subject knowledge and development of concern for the environment.

Exploring the Future: a missing dimension in environmental education

Abstract: summary There is considerable current interest in the need for a more ecologically sustainable future. If environmental educators wish to make a significant contribution to this debate, two prior and interrelated areas of concern need addressing. The first is recognition that teaching about global issues can sometimes be counterproductive and lead to feelings of despair. The second, explored in more detail here, is the need to know how young people conceptualise the future in the first place. A recent study of pupils’ views of the future is described which provides important information about their attitudes to the local and global environment.

Wilderness-Related Environmental Outcomes of Adventure and Ecology Education Programming.

Abstract: The similarities and differences between adventure and ecology education programming are explained with respect to participants' wilderness knowledge, attitudes, intentions, and behavior. A longitudinal study was conducted to compare an outdoor adventure program (Outward Bound) with a field ecology program (Audubon). A model of reasoned wilderness behavior was developed on the basis of the foundational work of Fishbein and Ajzen. The model suggests that behavior in (recreational) and for (environmental) wilderness depends on the interaction of a number of predisposing factors and on the development of relevant beliefs, attitudes, and intentions. The study findings provided support for the proposed model.

Using the earth system for integrating the science curriculum

Abstract: Content and process instruction from the earth sciences has gone unrepresented in the world's science curricula, especially at the secondary level. As a result there is a serious deficiency in public understanding of the planet on which we all live. This lack includes national and international leaders in politics, business, and science. The earth system science effort now engaging the research talent of the earth sciences provides a firm foundation from the sciences for inclusion of earth systems content into the evolving integrated science curricula of this country and others. Implementing integrated science curricula, especially at the secondary level where potential leaders often have their only exposure to science, can help to address these problems. The earth system provides a conceptual theme as opposed to a disciplinary theme for organizing such integrated curricula, absent from prior efforts. The end of the cold war era is resulting in a reexamination of science and the influence it has had on our planet and society. In the future, science and the curricula that teach about science must seriously address the environmental and social problems left in the wake of over 100 years of preparation for military and economic war. The earth systems education effort provides one such approach to the modernization of science curricula. Earth science educators should assume leadership in helping to establish such curricula in this country and around the world. © 1995 John Wiley & Sons. Inc.

Educating for the Environment: Higher Education's Challenge of the Next Century.

Abstract: (1995). Educating for the Environment Higher Education's Challenge of the Next Century. Change: The Magazine of Higher Learning: Vol. 27, No. 3, pp. 43-46.

Values and the environment: a social science perspective.

Abstract: Partial table of contents: DEBATES AND ISSUES. Values and Global Environmental Change (M. Redclift). A Green Thought in a Green Shade: A Critique of the Rationalisation of Environmental Values (M. Smith). EVALUATING ENVIRONMENTAL VALUES. European Values and Social Psychology: A European Common Market or Common's Dilemma? (J. Chase & I. Panagopoulos). POLICY DILEMMAS. Environmental Priorities in Different Development Situations: Electricity, Environment and Development (P. Pearson). Expert and Layperson Evaluation of Urban Environmental Quality: The "Natural" Versus the "Built" Environment (M. Bonnes & M. Bonaiuto). CHANGING ENVIRONMENTAL VALUES. Questioning Values in Environmental Education (D. Uzzell, et al.). World Views and Environmental Action: A Practical Exercise (M. Haigh). Indexes.

Changing Perceptions of Nature, Self, and Others: A Report on a Park/School Program

Abstract: The Park/School Program was developed by the Urban Resources Initiative at the Yale School of Forestry and Environmental Studies in cooperation with school teachers and urban park rangers. During the pilot project, graduate students in environmental studies conducted field studies in ecology with 46 fifth graders to introduce them to natural resources and to develop social skills in a neighborhood park. The process of developing teamwork through cooperative games and group projects, of increasing understanding of urban ecosystems through outdoor investigations and indoor laboratory activities, and of applying the teamwork and understanding to teaching others instilled in the children a sense of ownership and internalization of their knowledge of the park. The program succeeded in its aims of increasing ecological knowledge and improving the social skills of the students. Unanticipated outcomes included the changing perceptions of teachers and students toward each other, of the park, and students'...

Whose Voice Sets the Agenda for Environmental Education? Misconceptions Inhibiting Racial and Cultural Diversity

Abstract: (1995). Whose Voice Sets the Agenda for Environmental Education? Misconceptions Inhibiting Racial and Cultural Diversity. The Journal of Environmental Education: Vol. 26, No. 3, pp. 5-12.

‘I Think It's Really Great that Someone Is Listening to Us ...‘: young people and the environment

Abstract: summary This paper presents a qualitative study of the environmental concerns and attitudes of young people. The study arose when it was recognised that a quantitative study on youth environmental knowledge and attitude in which we were engaged could be enriched through qualitative research. A pilot qualitative study was conducted using focus group interviews with young people aged 15‐17 years in Brisbane, Australia. The findings of this study are reported. Of particular interest are the young peoples’ expressions of cynicism, frustration, powerlessness and hope that have not been identified in quantitative studies about youth environmental knowledge and attitudes.

The Influence of Agriscience and Natural Resources Curriculum on Students' Science Achievement Scores.

Abstract: Over the past several years, poor science test results have increased the demand for improved science education for American students New and innovative methods of presenting scientific materials are needed to improve student achievement and enthusiasm for learning science One solution to this dilemma has been to increase students' interest in science by using agricultural and natural resources concepts to teach science This teaching method incorporated agricultural concepts of plant science, animal science and natural resources into the curricula to more effectively teach general science concepts and improve students' interest in the subject This research sought to determine if students who enrolled in agriscience and natural resources comprehend science principles on an equal level as students who did not enroll in agriscience and natural resources A standardized science test, High School Subject Test-Biology, was used to measure students' science knowledge The results showed that there was no difference in the science test scores of students who had and had not enrolled in agriscience and natural resources The variables that explained the most variance in science test scores were the number of science credits completed and the students' overall grade point average

Ecosocietal Restoration: Reestablishing Humanity's Relationship with Natural Systems.

Abstract: (1995). Ecosocietal Restoration Reestablishing Humanity's Relationship with Natural Systems. Environment: Science and Policy for Sustainable Development: Vol. 37, No. 5, pp. 4-33.

Strengths and Weaknesses of Teacher Environmental Education Preparation in Wisconsin

Abstract: In spring 1992, a survey was conducted to assess teachers' perceived competencies in, attitudes toward, and amount of class time devoted to teaching about the environment. One thousand five hundred forty-five randomly selected teachers were surveyed. The response rate was 59% (N=915). The survey included questions on whether or not teachers received training in environmental education (EE) and how teachers felt about their preparation in EE. Analysis of the results suggests that preparation in EE teaching methods contributes to teachers' perceived competencies in teaching about the environment. Overall, teachers were pleased with their EE courses; however, they were less pleased with the education they received in using affective methods and environmental action strategies to teach about the environment and related issues.

Using Inquiry to Enhance the Learning and Appreciation of Geography.

Abstract: To meet national geography standards, instructional materials using issues-based inquiry are needed. This paper reports on national classroom trials of drafts of Geographic Inquiry into Global Issues (GIGI), a set of inquiry modules for secondary geography. The analysis focuses on three modules about environmental issues, tried by 480 students in 18 schools. Students made significant gains in learning the modules' cognitive and skills objectives, but they showed no change in interest toward studying geography or these environmental issues. Student comments about the modules underscored the necessity of connecting classroom materials about global issues more closely to local experiences. These findings support current models in environmental education. Reflecting this analysis, the published modules now include activities emphasizing inquiry into local issues, to complement the study of global environmental problems. The improved GIGI materials can better meet the goals of both geography and envir...

Ontology and the critical discourse of environmental education

Abstract: There has been a major effort in Australian academic circles over the past fifteen years to develop a critical discourse in environmental education curriculum, pedagogy, history, and research. It can be asserted there are practical deficiencies of a moral, social, political, and ecological nature. If so, one conclusion about the development of the field of environmental education is that it is problematic and often contradictory. Once certain educational aims are identified, such as developing an 'environmental ethic', how do educators theorise curriculum while paying explicit attention to a) the range of dispositions, life experiences, interests, and commitments of contributing staff and participating students as influenced by a variety of historical, social, and material circumstances and b) in the light of such differences how the enacted curriculum is then 'lived' in relation to the realisation of pre-determined aims? Part of the 'solution' to my own questioning is consistent with recent developments in critical curriculum theorising that have independently explored the relevance of Anthony Giddens' social theory and Brian Fay's meta-theory of critical social science. In total I detail how Giddens' and Fay's social theorising can mutually advance the critical discourse and praxis of environmental education. I develop a sketch of a critical theory of environmental education. I will refer to this theory as a critical ecological ontology for educational.

Ecology in education

Abstract: Foreword Frank B. Golley Preface Monica Hale 1. The role of ecology in education in schools in Britain Monica Hale and Jackie Hardie 3. Environmental education in the primary school science curriculum in Uganda Christopher Acar 4. The place of ecology in adult education Peter A. Thomas 5. New opportunities for ecology education in the United States Alan R. Berkowitz 6. Ecology education and field studies: historical trends and some present-day influences in Britain Stephen Tilling 7. Field studies as a technique for environmental education in developed and developing nations Walter D. S. Leal Filho 8. Learning about ecology through contact with vegetation Margarete R. Harvey 9. Learning through landscapes Eileen Adams 10. Ecology and environmental education in the urban environment Monica Hale 11. Ecological concepts as a basis to environmental education in Indonesia Mohamad Soerjani 12. The present status of environmental education in Japan Masahito Yoshida 13. Ecological studies between schools in Europe and Scandinavia: the benefits to the curriculum of working across national boundaries David Shirley 14. Creating a climate for conservation in West Africa Ken Smith Index.