Showing papers on "Environmental education published in 1996"
Journal Article•
TL;DR: In this article, the authors present theoretical tools that can be used to undertake a critical analysis of these constructs, including environmental education in the broader scope of an education for the development of responsible societies.
Abstract: According to UNESCO's recent documents, sustainable development is the "ultimate goal of the Man-environment relationship"; thus, the whole educational process should be "reshaped for sustainable development." In view of the extreme importance of their educational impact, such statements need to be discussed. To which conception of environment, of education and of sustainable development does the concept of environmental education for sustainable development refer? This article presents theoretical tools that can be used to undertake a critical analysis of these constructs. Finally, the idea of including environmental education in the broader scope of an education for the development of responsible societies is considered.
284 citations
TL;DR: In this article, the authors argue that the scientific construction of environmental issues often means that such participation in policy-making is difficult when the public is not considered scientifically "expert", even if the notion of ''expertise'' is broadened to deal with this problem, this does not ensure truly ''public'' involvement, because lay ideas are still not included but are discounted as ''non-scientific''.
Abstract: Environmental policy depends for its success on public participation. However, the scientific construction of environmental issues often means that such participation in policy-making is difficult when the public is not considered scientifically `expert'. Even if the notion of `expertise' is broadened to deal with this problem, this does not ensure truly `public'—i.e. lay—involvement, because lay ideas are still not included but are discounted as `non-scientific'. Further, emphasis on the scientific and environmental education of the general public will not guarantee policy implementation by individuals. Therefore, if we wish to design environmental policy that can be successfully implemented, we must consider other ways in which people relate to their environments as well as through scientific mediation—ways in which people `understand' their environments through culture, morality and social interaction—and build these into environmental policy.
273 citations
194 citations
TL;DR: In this paper, a theoretical model for developing environmental conceptions that incorporate environmental knowledge, attitudes/values, and behavioral orientations is presented, and examples of strategies that may be adapted for use within this model.
Abstract: A theoretical model is presented for developing environmental conceptions that incorporate environmental knowledge, attitudes/values, and behavioral orientations. Developing conceptions in environmental education involves the use of a range of strategies designed to integrate an individual's environmental knowledge, attitudes/values, and behavior. The proposed approach broadens teaching in the area that traditionally has had an attitudes/values focus. The application of constructivist principles of learning provides a basis for encouraging students to become aware of, challenge inconsistencies in, and make an informed decision regarding their commitment to their own or alternative environmental conceptions. Examples are provided of strategies that may be adapted for use within this model.
190 citations
TL;DR: In this article, the relative importance of various categories of influence and formative life experiences on the development of environmental educators' knowledge and concern for the environment was examined, and the authors analyzed the ways in which the importance of influences may change through time or be affected by the subject's age.
Abstract: SUMMARY This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in promoting the development of concern for the environment and pro‐environmental adult behaviour.
137 citations
TL;DR: In this article, a theoretically driven approach to identifying strategic audiences for non-formal environmental education and communication efforts is presented, and a rationale for determining the best audience is provided.
Abstract: This paper outlines a theoretically driven approach to identifying strategic audiences for nonformal environmental education and communication efforts, and offers a rationale for determining messag...
131 citations
TL;DR: The current environmental knowledge base in a national probability sample of American high school students was assessed by as discussed by the authors, who found that most students could not apply their knowledge to comprehend the consequences or potential solutions related to the problems and demonstrated extremely little growth in environmental knowledge from 10th grade to 12th grade.
Abstract: The current environmental knowledge base in a national probability sample of American high school students was assessed. The analysis revealed low levels of environmental knowledge. A majority of the students were able to recognize basic facts concerning environmental problems; however, most students could not apply their knowledge to comprehend the consequences or potential solutions related to the problems. Students also demonstrated extremely little growth in environmental knowledge from 10th grade to 12th grade. Educational implications and recommendations are discussed.
119 citations
Book•
01 Mar 1996
01 Mar 1996
TL;DR: Starting Early: Environmental Education during the Early Childhood Years is presented as a guide for program development during the early Childhood Years.
Abstract: Starting Early: Environmental Education during the Early Childhood Years. ERIC Digest.......................................................... 1 RATIONALE..................................................................... 2 GUIDELINES FOR PROGRAM DEVELOPMENT........................ 3 CONCLUSION.................................................................. 4 REFERENCES.................................................................. 4
TL;DR: A survey of 992 secondary students in Hong Kong using the Weigel and Weigel environmental concern scale was conducted to investigate their environmental attitudes which were reflected in a readiness to engage in various pro-environmental behaviours including paper recycling at school and at home and the use of less tissues and plastic bags as discussed by the authors.
TL;DR: This article examined the relationship among knowledge, affect, and environmental education that has emerged in the last 15 years from research on classroom-type settings and applications and found that an association between knowledge and affect has surfaced, along with prominent sex differences and a suggestion of ethnic variation.
Abstract: The current review examined the relationship among knowledge, affect, and environmental education that has emerged in the last 15 years from research on classroom-type settings and applications. Despite methodological and statistical problems, an association between knowledge and affect has surfaced, along with prominent sex differences and a suggestion of ethnic variation. However, the nature of this relationship is still unclear. Given that both knowledge and affect are necessary for active participation in environmental concerns, more research is needed to determine how existing attitudes influence knowledge acquisition and how knowledge influences attitudes. The potential of television, with its unique attitudinal properties, was also examined in relation to environmental education.
01 Jan 1996
TL;DR: In this paper, a study was done to locate ongoing environmental education programs for preschool children and to identify the nature and characteristics of such programs; a total of 12 programs were identified; 9 were included in this study.
Abstract: Ongoing environmental education programs for preschoolers are scarce. Those that do exist tend to be affiliated with either early childhood education settings or environmental education settings. A study was done to locate ongoing environmental education programs for preschool children and to identify the nature and characteristics of such programs. A total of 12 programs were identified; 9 were included in this study. Two different approaches were used for data collection: site visits and a written survey. Findings suggest that ongoing early childhood environmental education (ECEE) programs, regardless of setting, tend to share many common characteristics. They also tend to serve primarily children from White, middleclass backgrounds.
TL;DR: There is evidence that a programme of environmental education received by children indirectly influenced their parents in recycling paper, plastics, and tin cans.
Abstract: Schoolchildren appear to be better informed on major environmental issues than their parents. They ranked a sample of eight major issues in almost exactly the same order as a group of professional biologists, but differently from their parents. There is evidence that a programme of environmental education received by children indirectly influenced their parents in recycling paper, plastics, and tin cans. More parents recycled these materials after the children's programme than before it.
Book•
01 Jan 1996
Journal Article•
TL;DR: This paper examined the compatibility of environmental education and teacher thinking research and the appropriateness of narrative forms of inquiry for examination of teacher thinking and practice in environmental education, using the epistemological claim that teachers' knowledge is ordered by story and the methodological claim that stories are best accessed by conversations.
Abstract: Although environmental education activity has increased greatly in Canadian elementary schools in recent years, very little is known about the nature of this activity or about the teacher's rationale for inclusion in the school program. This paper addresses the question of how educational researchers find out about what happens in schools and why. Based on the notion research methods must be compatible with methodological and philosophical rationale, the paper examines first the compatibility of environmental education and teacher thinking research and second the appropriateness of narrative forms of inquiry for examination of teacher thinking and practice in environmental education. Using the epistemological claim that teachers' knowledge is ordered by story and the methodological claim that stories are best accessed by conversations, the paper raises several issues of method concerning voice, language, and relationships. These issues, while common to several forms of qualitative and autobiographical method are particularly relevant to the debate in environmental education about the politics of method as well as the role of practitioners in goal setting and professional development.
TL;DR: In this paper, a case study is presented of a professional development program for environmental education in Australia that applies the principles of participatory research and critical reflection, embodied in the concept of reflective practice.
Abstract: A case study is presented of a professional development program for environmental education in Australia that applies the principles of participatory research and critical reflection. These two principles are embodied in the concept of reflective practice. Reflective practice involves using ethical and contextual considerations in professional decisionmaking rather than making such decisions on the basis of habit, intuition, impulse, and tradition. The education of “reflective practitioners” of this type is the goal of the Master of Environmental Education program at Griffith University in Queensland, Australia. After an introduction to the program and the concept of reflective practice, a case study of the experiences of students in one of the subjects of that program is presented. The case study revealed that students derived a number of benefits from developing their reflective practice skills, including heightened political awareness, a strong sense of influences and limitations of social con...
TL;DR: The Cultural Dimensions of Ecological Literacy as discussed by the authors is an excellent survey of the cultural dimensions of ecological literacy, focusing on the relationship between literacy and environmental education, and its application in environmental education.
Abstract: (1996). The Cultural Dimensions of Ecological Literacy. The Journal of Environmental Education: Vol. 27, No. 2, pp. 5-10.
Journal Article•
TL;DR: This article argued that the physical world is, at least in part, a social construct and that textual studies offers a valid means of studying it, and that environmental education is specifically concerned with human use of physical resources.
Abstract: Summary In recent decades there has been a radical redefinition of the notion of text. This has resulted in the widespread acceptance of critical theory and discourse analysis as valid means of studying a wide range of social practices. It is less common practice to regard the physical world as text, though an argument can be constructed for so doing. Environmental education, however, is specifically concerned with human use of physical resources. It can be argued, therefore, that ‘environment’ is, at least in part, a social construct and that textual studies offers a valid means of studying it.
Dissertation•
01 Dec 1996
TL;DR: In this paper, the authors review the provisions laid down under the EU Ecolabelling Scheme, the UK implementation of the provisions, and will review the effects ecolabeling is having and is likely to have on global trade.
TL;DR: This paper assessed 4th-, 8th-, and 11th-grade students' understanding of science concepts related to Oregon's marine resources, including geology, physical and chemical characteristics, ecology, and natural resources.
Abstract: This study assessed 4th-, 8th-, and 11th-grade students' understanding of science concepts related to Oregon's marine resources. A sample of public school students (N = 159) in nine Oregon schools was interviewed on a variety of concept principles. Concepts related to Oregon's marine resources included geology, physical and chemical characteristics, ecology, and natural resources. Results were summarized in generalized correct concept statements indicating the extent of student science knowledge. Common misconceptions were also noted. The results of the study have implications for teaching and learning about the marine environment.
TL;DR: The National Consortium for Environmental Education and Training surveyed environmental education coordinators in all 50 states and the District of Columbia to investigate the current practice of inservice education for K-12 teachers in the United States as mentioned in this paper.
Abstract: The National Consortium for Environmental Education and Training surveyed environmental education coordinators in all 50 states and the District of Columbia to investigate the current practice of inservice education for K-12 teachers in the United States. Results revealed that professional development in environmental education is dominated by activity-based, nationally produced curricula; is primarily science-oriented rather than interdisciplinary; and is concerned more with environmental content than educational context The results indicate the need for profound changes in the educational approach to professional development in environmental education.
TL;DR: In this article, it is suggested that a valuable cross-fertilisation of ideas could thus occur between environmental educators and such futurists in the future workshop, and the authors suggest that such a cross fertilization of ideas can benefit both environmental education and future studies.
Abstract: SUMMARY One of the main concerns of environmental education is the need to create a more ecologically sustainable future, yet environmental educators often lack the expertise needed to explore alternative futures in this way However, there is much of value that can be learnt from futures studies and from the work of futurists In particular futures studies is interested in how people view the future and ways of cultivating clearer images of preferred futures One established strategy for this is the futures workshop and examples are given of work by Robert Jungk, Warren Ziegler and Elise Boulding in this field It is suggested that a valuable cross‐fertilisation of ideas could thus occur between environmental educators and such futurists