Showing papers on "Environmental education published in 1998"

Environmental education in the 21st century

Abstract: Section 1: History and Development of Environmental Education Section 2: The Global Agenda Section 3: Perspectives on Theory and Research in Environmental Education Section 4: Environmental Education: Structure and Practice Section 5: The Global Scene Section 6: Towards Progress and Promise in the 21st Century

Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity.

Abstract: Summary Beginning with the study of significant life experiences initiated by Tanner, this article reviews a growing body of related research in the form of surveys, interviews, and questionnaires that explore people's accounts of the sources of their environmental interest, concern, and action. The questions, methods, and results of studies in this field are closely compared. In conclusion, the article notes that the experiences that people describe can be understood as exchanges between the ‘outer environment’ of the physical and social world and the ‘inner environment’ of people's own interests, aptitudes, and temperament, and that more attention needs to be paid to the influence of this ‘inner environment’ of individual differences.

The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspective

Abstract: The objective of this study was to evaluate empirically the ultimate goals of environmental and ecological education: fostering responsible environmental behavior, effecting long-term changes of students' attitudes toward conservation and nature, and providing basic ecological knowledge. One-day and 5-day versions of a long-established outdoor ecology program in a national park were examined. The study was designed as a pre- and posttreatment evaluation, and the posttest was delayed for 1 month after participants experienced the outdoor education program (posttest was delayed for 6 months with a subsample). Approximately 700 students were surveyed by means of multiple-choice knowledge statements; the survey showed that both programs fostered cognitive levels. Similarly, the scores within the subdivision Human-Altered Nature increased. Furthermore, the 5-day program explicitly provoked favorable shifts in individual behavior, both actual and intended, a parameter that is generally seen as a comple...

Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity

Abstract: Environmental sensitivity, an important variable in environmental awareness and in the predisposition to take responsible environmental action, has been the subject of a growing body of qualitative research, in which sensitivity is associated with particular kinds of significant life experiences. Studies of significant life experiences of environmental educators and other environmental professionals are reviewed, from original pioneering work through many open-ended surveys, questionnaires, and interview studies that have built on this tradition. Various definitions of the term environmental sensitivity are explored. The strengths and weaknesses of this research tradition are discussed, and directions for future research are suggested.

A Framework for Understanding Social Science Contributions to Ecosystem Management

Abstract: We propose a framework for understanding the role that the social sciences should play in ecosystem management. Most of the ecosystem management literature as- sumes that scientific understanding of ecosystems is solely the purview of natural scientists. While the evolving principles of ecosystem management recognize that people play an important role, social considerations are usually limited to political and decision-making processes and to development of environmental education. This view is incomplete. The social science aspect of ecosystem management has two distinct components: one that concerns greater public involvement in the ecosystem management decision-making pro- cess, and one that concerns integrating social considerations into the science of under- standing ecosystems. Ecosystem management decisions based primarily on biophysical factors can polarize people, making policy processes more divisive than usual. Ecological data must be supplemented with scientific analysis of the key social factors relevant to a particular ecosystem. Objective social science analysis should be included on an equal basis with ecological science inquiry and with data from public involvement. A conceptual framework is presented to communicate to ecological scientists the potential array of social science contributions to ecosystem management.

Students as catalysts of environmental change: a framework for researching intergenerational influence through environmental education

Abstract: Many environmental problems are desperately in need of attention. Educating both adults and young people is seen as part of the solution to such problems. Given this situation, and the already considerable investment in environmental education in schools, the notion of encouraging students to initiate environmental discussions with adults at home and in the community seems attractive and worthy of investigation. To this end, this paper critically reviews education and social science literature concerning intergenerational influence. An approach is outlined to guide future efforts in research and programme development aimed at encouraging students’ to act as catalysts of environmental communication and learning beyond school boundaries.

Education for the Environment: a critique

Abstract: Summary This paper acknowledges that, in many contexts, the term ‘education for the environment’ has generated powerful images which have resonated with educators seeking empowerment for themselves and their students. We also acknowledge that it has enabled inquiry into socio‐political dimensions of environmental issues. However, we propose that this term has become a slogan and, as such, its use has been insufficiently problematised. We identify anomalies and inconsistencies associated with the use of ‘education for the environment.’ Further, we argue that the term is conceptually and linguistically flawed and that we may not need, or want, the structures that it imposes. In challenging, rather than casually accepting, this terminology, we seek to regenerate a fundamental dimension of the discourse within environmental education.

Environmental Education and Primary Children's Attitudes towards Nature and the Environment

Abstract: > Some shortcomings of the current UK National Curriculum policy of delivering environmental education through traditional subjects are outlined and provide the context for reporting the results of a pilot study into Year 5/6 school children's attitudes towards nature and the environment. Its findings indicate that while the attitudes of children of this age towards nature and the environment are generally very positive, they can involve a number of limitations, dichotomies and ambivalences which it will be important for their education to help them to address. Issues for educational policy and pedagogy, particularly the need for an enhanced role for pupil discussion and participation in environmental action, are raised.

Young Children, Environmental Education and the Future

Abstract: This chapter argues that environmental education is an issue of profound importance, especially for young children, the inheritors of great possibilities, but also of major social and environmental problems and challenges. The author observes that, despite little intersection between early childhood education and environmental education, these two fields are natural allies, sharing common philosophical orientations and endorsing similar educational practices. In reconceptualising early childhood education to take account of environmental concerns, there needs, however, to be a refocus on outdoor play, better provision of natural playspaces for children, and a broadening of the term ‘environment’ to encompass holistic and intergenerational perspectives. It is imperative that early childhood teacher education, both preservice and inservice, be transformed to incorporate futures-oriented environmental education principles and practices.

Using Natural Settings for Environmental Education: Perceived Benefits and Barriers.

Abstract: What motivates teachers to use various nature settings for environmental education (EE) is complex; in this study these motivations were described. Teachers (N = 59) were shown photographs of four types of outdoor settings (rivers, ponds, and marshes; deep woods; county park; and urban nature) and asked to judge each setting using questionnaire items that described potential benefits and barriers to taking students to the setting for EE. Factor analysis of responses showed six benefit and barrier factors: Appropriateness of Teaching Setting, Teacher Confidence, Worries, Need for Training, Hazards, and Difficulty of Teaching EE. Deep woods and rivers, ponds, and marshes settings were seen as significantly more appropriate for teaching EE than urban nature was, but they were also seen as presenting significantly more hazards than county park and urban nature settings.

An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries

Abstract: Summary This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.

Environmental attitudes of senior secondary school students in South Australia

Abstract: The environmental attitudes of 958 senior secondary students, from a stratified sample across 32 country and metropolitan schools, aged 15–18 years, were measured using a modified version of Herrera’s (1992) Journal of applied social psychology 22(8), 657–676. Questionnaire of Environmental Beliefs. Principal components analysis extracted seven factors including two independent components of environmental optimism and environmental pessimism. The first factor, environmental concern, accounted for nearly one-quarter of the variance. The analysis suggests that environmental opinion may not be a homogeneous construct, but is quite limited in heterogeneity. Generally students from both rural and urban regions were quite concerned, yet pessimistic, about environmental issues. Adolescent women were less optimistic and less supportive of science solutions for environmental problems than adolescent men, and students with lower socioeconomic status tended to be more supportive of environmental exploitation and science solutions than others. Environmental opinion also varied across different types of schools. There was some suggestion that environmental pessimism may be related to environmental education received at school, and that vegetarianism may be associated with strong environmental opinions. Both of these propositions require further research.

Education and the environment : policy, trends and the problems on marginalisation

Abstract: This most timely book looks at the field of environmental education as it has developed over the past two decades. It will prove invaluable to teachers, administrators, parents and tertiary students as it helps focus discussion on questions such as: *Where has the environmental education field come from? *What has been done already? *What policies exist? *What research has already been undertaken? *What is shaping the field?

Significant Influences on the Development of Adults' Environmental Awareness in the UK, Slovenia and Greece.

Abstract: Summary This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis.

Childrens' Conceptions of Nature.

Abstract: This paper describes a study of sixth grade children's conceptions of nature and the environment. In so doing, it asks that environmental educators pay more attention to children's preconceived notions of environment and nature. Should this occur the theory-practice gap in environmental education may be diminished. Learners' concepts of ‘nature’ and the ‘environment’ provide a needed perspective for the development of individually and contextually appropriate teaching and learning strategies in environmental education. Without knowledge of them it is not clear whose version of environment it is which the learner is being educated ‘in’, ‘about’, ‘with’ or ‘for’.

Discussing the Greenhouse Effect: Children's Collaborative Discourse Reasoning and Conceptual Change.

Abstract: Summary In environmental education the construction of appropriate knowledge is not enough, but is undoubtedly a fundamental component of individual and collective environmental responsiveness. The aim of this study was to investigate fifth graders' changes of conceptions about the greenhouse effect and global warming, due to socio‐cognitive interaction developed in small and large group discussions in an authentic classroom context during the implementation of an environmental education curriculum unit. We hypothesized that a classroom transformed into a community of discoursei.e. a learning environment which stimidates and supports giving verbal explanations, comparing and critically evaluating different points of view on the examined environmental phenomenon, would be a fruitful breeding ground for knowledge revision. The results show that classroom discussions, the core of the proposed learning activity, led the children, although at different levels, to the integration of new scientific knowledge int...

The impact of environmental education on children’s knowledge and awareness of environmental concerns

Abstract: Asserts that the consumer power of children is growing in importance, as they represent a primary market that purchases its own products and services; an influential market that directs parental expenditures; and a future market. Aims to investigate and understand children’s knowledge and awareness of environmental issues, and their selection and use of information about environmentally friendly products through primary school education. Firstly, an understanding of environmental education as a primary source of information was gained through a questionnaire survey mailed to schoolteachers in the South‐West of England. Secondly, questionnaires were distributed to equal numbers of boys and girls aged 7‐11 years at three case schools in the South‐West of England. The sample was asked open‐ended questions about their knowledge of several fundamental environment concerns: the ozone layer; river pollution; recycling; and how they think the environment can be protected. The exploratory study confirms that levels of environmental understanding amongst children are high and provides a full break‐ down of the results.

Environmental Literacy: functional, cultural, critical. The case of the SCAA guidelines

Abstract: Summary The author has argued elsewhere for an increased role for linguistics and literary studies within environmental education. Here he argues that the tripartite division of literacy skills as functional, cultural and critical can be useful in both planning and evaluating programmes of environmental education. As exemplification of the latter, the model is applied to a brief discussion of the School Curriculum and Assessment Authority (SCAA) guidelines for environmental education in England. It is concluded that these offer opportunities for teachers to develop all three kinds of environmental literacy, but with an emphasis on skills development which must largely be seen as functional.

Choosing the Right Subjects in Significant Life Experiences Research

Abstract: Summary Research on significant life experiences (SLE) can achieve its potential importance only when it studies the right people for the right reason. Here I scrutinize ten research reports, and conclude that many do not. Historical information is incorporated in text and footnotes to place SLE research into the intellectual history of contemporary environmental education.

Education as a humanitarian response

Abstract: Introduction - some reflections on policy and practice, Gonzalo Retamal and Ruth Aedo-Richmond the education of Mozambican refugees in Malawi, 1987-1993, David Smawfield education for Eritrean and Ethiopian refugees in Sudan, Kaviraj Appadu education for southern Sudanese in exile, 1986-1996, Barry Sesnan education in a nation with chronic crisis - the case of Somalia, Mudiappasamy Devadoss reflections on the case of El Salvador, Jorge Jeria the Somali refugee primary school in the Republic of Yemen, Helena Gazelius emergency educational response in the Rwandan crisis, Pilar Aguilar aid to education in the Bosnian emergency, Lynn C. Cohen mine awareness in Cambodia - a personal testimony, Tim Grant secondary education in Africa, 1980-1995, John Thomas lessons learned in eastern Africa, Mark Richmond environmental education for refugees, Christopher Talbot mine-awareness education for children, Pamela Baxter refugee education in the mid-1990s, Margaret Sinclair.

Environmental Knowledge of Elementary School Students in Greece.

Abstract: The education system in Greece has responded promptly to the need for environmental education (EE). However, the existing lack of relevant research may limit the functionality of EE programs in Greece. In this study the goal was to develop a baseline database that would allow effective planning of EE. Specifically, the study was conducted to provide information on the environmental knowledge of 5th and 6th graders in a Greek city. A total of 686 students were surveyed. The results indicated that children's knowledge about the environment is influenced by their immediate experience as well as by the content of their textbooks.

Melding Authentic Science, Technology, and Inquiry-Based Teaching: Experiences of the GLOBE Program

Abstract: Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can students and scientists both derive genuine benefits from such partnerships? (2) What does technology add to efforts to bring authentic science into schools? (3) What is the relationship between student-scientist partnership programs and education reform efforts? Tensions between the goals of science and those of education are discussed and strategies for balancing conflicting requirements described. Both pragmatic and motivational benefits of technology use are cited. Although the evaluation of GLOBE's first year did not find evidence that student-scientist partnerships are sparking a transformation in teaching approaches, such programs provide a supportive context within which teachers seeking to align their practice with education reform principles may do so.

Teachers' Views about What to do about Sustainable Development

Abstract: Summary In its various guises the political and economic implications of the spectrum of ideas labelled ‘sustainable development’ have been widely discussed in the media. This research engaged secondary school teachers in the debate concerning the implications for education of the concept of sustainable development. Underpinning this pilot research project is the assumption that teachers, as generally informed citizens, have been sensitised to some of the issues raised in the public domain. Teachers in both the USA and Scotland were interviewed to ascertain the extent to which they had begun to make connections between what they have heard and read informally about sustainable development and their responsibilities as teachers. The objective of this research was to determine the impact of this informal ‘environmental’ education on teaching practice.

Preserving DOE's Research Parks.

Abstract: Some of the nation 's most When the federal government obirreplaceable spector General recommended the tained land for the development of outdoor labs for disposal of nearly one quarter of the U nuclear weapons technology durresearch park land holdings. The ing World War 11, its acquisitions scient@c research audit concluded that because these at many sites included large buffer and education lands are undeveloped, they are not areas for security. Protected from are at risk of essential to carrying out the sites' commercial disturbance and fragcurrent missions of environmental mentation over the ensuing five being disposed 08 restoration and waste management, decades, these 2 million acres have energy research and development, evolved into ecological sanctuarweapons dismantlement, and stories of remarkable size and diverage of nuclear material. sity. Seven sites representing six In some cases, the sale of remajor ecoregions are now designated as Department search park lands would not affect environmental reof Energy (DOE) National Environmental Research search and education, but in other situations the impact Parks and serve as irreplaceable outdoor laboratories could be significant. The recent inspector general's refor scientific research and education. port recommended the sale of 16,000 acres at Oak Ridge Now, however, as the national security rationale for that contain most of the area designated for environmaintaining buffer areas around DOE facilities diminmental research and monitoring. This area includes ishes, the use of these lands for large-scale ecological long-term, field-instrumented research sites and moniresearch is increasingly at risk. During the past decade, toring facilities such as the Walker Branch watershed, thousands of acres of research park land have been sold where scientists have studied the impact of environor transferred for residential and industrial development. mental change since 1967. In January 1997, a report from DOE'S Office of the InThe0sale or transfer of critical portions of the DOE research parks would constitute an irreplaceable loss of land with significant research value. We Virginia H. Dale is a senior scientist and Patricia D. Pam is area believe that the ecological and scientific value of manager at the Oak Ridge National Laboratory in Oak Ridge, these lands should be carefully evaluated in decisions Tennessee. regarding future land use.

Making Connections Through Holistic Learning.

Abstract: Generally, our society and our schools value competition over compassion. So often we hear that the main goal of schooling should be to prepare our students to compete in a global economy. The recent emphasis on testing and standards also stresses personal competition in schools. But do we want students who are clever and compete well on tests or students who have compassion for all forms of life and a sense of responsibility that goes beyond personal achievement?

Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications.

Abstract: There is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.