Showing papers on "Environmental education published in 2006"
TL;DR: In this article, the authors report some reflections on science and education, in rela- tion to teaching and research in the field of complex and controversial socio-environmental issues.
Abstract: In this paper, we report some reflections on science and education, in rela- tion to teaching and research in the field of complex and controversial socio-environmental issues. Starting from an examination of the literature on the epistemological aspects of the science of controversial issues, and introducing the perspective of complexity, the article argues for a complexity of content, context, and method in understanding current prob- lems. Focusing on a model of learning which includes dialogical and reflective approaches, the final part of the article reports on aspect of the authors' experimental practice with role-play for dealing with complex issues. The review of the literature and our experi- ence of action - research introduce a view of education which promotes young people's awareness of multiple points of view, an ability to establish relationships between pro- cesses, scales, and contexts which may be nonlinearly related, and practice with creative and nonviolent forms of interrelations with others. Such an approach in science education is coherent with a scenario of planet sustainability based on ecological webs and equity principles. C
208 citations
TL;DR: This article summarized findings of Chinese-language surveys conducted in China to measure environmental awareness, attitudes, and behaviors, and took a macroscopic snapshot of how the Chinese view their environment as a prelude to analyses of more particularistic perceptions and actions.
Abstract: Some of the world's most profound environmental changes are under way in China. Studying the underlying forces of environment-related behaviors at all levels in China is therefore extraordinarily important. This essay helps people outside China increase their understanding of these variables by summarizing findings of Chinese-language surveys conducted in China to measure environmental awareness, attitudes, and behaviors. People in different parts of China have differences in perceptions and behaviors. The article takes a macroscopic snapshot of how the Chinese view their environment as a prelude to analyses of more particularistic perceptions and actions. This snapshot depicts environmental destruction and rampant resource exploitation that is likely to continue for decades to come. However, by understanding this trend it may be possible to findways of eventually slowing it and thereby mitigating long-term environmental damage. The article includes an annotated bibliography of Chinese-language reports on...
206 citations
TL;DR: In this paper, the concept of action competence is presented and an attempt is made to locate it within the general educational theory, and it is argued that action competence should occupy a central position in the theory of environmental education as many of the crucial educational problems concerning a political liberal education are united in this concept.
Abstract: In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial educational problems concerning a political liberal education are united in this concept. The preoccupation with action competence as an educational concept is based on scepticism about the educational paradigm in environmental education which manifests itself partly in a marked tendency to individualisation and partly in a tendency to regard the educational task as a question of behaviour modification. At the same time, action competence should be seen as a necessary alternative to the traditional, science‐oriented approach to environmental education. Examples from developmental work in Danish schools are used to clarify and demarcate the concept of ‘action’ from ‘activity’ and ‘behaviour change’. Different kinds of...
201 citations
TL;DR: In this article, the importance of nature experience for environmental knowledge, values and action is highlighted, arguing that nature experience is one central foundation for the development of knowledge and values in relation to the environment.
Abstract: This article illustrates the importance of nature experience for environmental knowledge, values and action. Recent empirical German research on the importance of nature experience will be analysed with regard to research foci, innovative research contributions and selected research results. Research deficits and challenges will be identified. Recommendations for improving nature experience research will be given. The paper argues that nature experience is one central foundation for the development of knowledge and values in relation to the environment. Nature experience has frequently been shown to influence environmental action in everyday situations with low task complexity. The full challenge for education for sustainable development is posed, however, by situations of high factual and ethical complexity. In this regard, nature experience is also essential because of its role in fostering assessment and judgement competences.
174 citations
TL;DR: In this article, the authors measured the level of environmental behavior of new students in three major teacher-training colleges in Israel and investigated the relationship between behavior and background factors, finding that graduates of the educational system who chose to prepare themselves to be teachers were characterized by a low level environmental literacy, as reflected in their environmental behavior.
Abstract: The authors measured the level of environmental behavior of new students in 3 major teacher-training colleges in Israel and investigated the relationship between behavior and background factors. Factor analysis of students' responses resulted in grouping of environmental behavior items into 6 categories that represent increasing levels of environmental commitment. Findings indicated that graduates of the educational system who chose to prepare themselves to be teachers were characterized by a low level of environmental literacy, as reflected in their environmental behavior: Students demonstrated limited performance of behaviors that require a high level of commitment, and hence, reflect a high level of environmental literacy, and visa versa. The authors discuss the influence of background factors on environmental behavior and its implications for environmental education in teacher training. Analysis of responsible environmental behavior from the viewpoint of environmental commitment may provide an alterna...
147 citations
TL;DR: This paper explored the beliefs of three geography teachers teaching controversial environmental issues in UK secondary schools and found that there is a substantial divergence between the teachers' beliefs and the espoused aims of much environmental education literature and the geography syllabus they were following.
Abstract: Many observers have commented on disparities between the theoretical understandings of environmental education portrayed in academic literature and the environmental education that takes place in schools. In much of the literature and in curriculum documents there has been an increasing emphasis on promoting positive attitudes towards the environment, and the results of several surveys suggest that many teachers support this aim. This paper explores the beliefs of three geography teachers teaching controversial environmental issues in UK secondary schools. In contrast to the findings of prior studies, the teachers in this study feel strongly that they should try to avoid influencing students' attitudes, or imposing any kind of pro‐environmental agenda. There is a substantial divergence between the teachers' beliefs and the espoused aims of much environmental education literature and the geography syllabus they were following. This suggests that, unless curriculum developers take account of teachers' belie...
142 citations
TL;DR: The authors examine Smyth's and Bonnett's different positions on the potential for clarifying the ambiguities and contradictions of the concept of sustainable development, and argue for contextualizing policy discourses by engaging educators in their co-construction.
Abstract: For many scholars (see Smyth, 1995; Tilbury, 1995; Fien & Tilbury, 2002; Hopkins & McKeown, 2002) the emergence of the discourse of education for sustainable development (ESD) over the past 15 or so years is viewed as a progressive transition in the field, along similar lines to the positive portrayal of prior historical transitions from nature study to conservation education to environmental education (Stevenson, 1987). Two claimed advancements represented by this new discourse are identified by Smyth (1995) as: (1) the replacement of a problem (or negative) orientation associated with environmental education by a contrasting positive orientation of ESD; and (2) a shift from an almost exclusive focus on environmental concerns without attention to social and human development issues (in environmental education), to the inclusion of social and economic development alongside the environmental dimension (in ESD). The conceptual superiority of ESD is continually claimed despite the acknowledgement by many of the same authors of the definitional problems of the term ‘sustainable development’ (SD), principally its fuzziness or ambiguity which has led to multiple, often contradictory interpretations. Given these tensions in the concept that is foundational to ESD, questions then arise as to how such tensions play out in the discourse of ESD, and the extent to which such a policy orientation can provide a helpful framework for thinking about practice and making a transition away from environmental education.
In this vignette I first examine Smyth's (1995) and Bonnett's (2002) different positions on the potential for clarifying the ambiguities and contradictions of the concept of sustainable development, before focusing on Smyth's two claims. Central to both this issue of clarifying meanings of sustainable development and Smyth's second claim is the polarization of viewpoints on the human–environment connection which, drawing in part on Bonnett's different philosophical perspective, I argue is limiting. Finally, in looking ahead to address the policy–practice tensions in environmental education and ESD, I argue for contextualizing policy discourses by engaging educators in their co‐construction.
140 citations
TL;DR: In this article, the authors show that the practices, processes and resources for the management of the university environment should be aligned to meet the evergrowing demands of sustainability and its motivations should be clearly spelt out to all stakeholders.
Abstract: Purpose – To show that the practices, processes and resources for the management of the university environment should be aligned to meet the ever‐growing demands of sustainability and its motivations should be clearly spelt out to all stakeholders. Universities should also strive to become leaders in the development of effective environmental programmes and work to overcome the barriers that may exist in this regard.Design/methodology/approach – The general focus of this inquiry was based on the qualitative research paradigm. Information was gathered from a wide variety of formats, both printed and online databases which was used to build a foundation for analysis, consideration, description, explanation and prediction. It is maintained that universities – which arguably have played a significant role in bringing mankind to its current position – must practice, demonstrate and educate on the path to sustainability.Findings – Effective environmental management systems (EMSs), must be adopted so as to manag...
138 citations
TL;DR: This paper investigated the beliefs and practices of three experienced geography teachers teaching controversial environmental issues in English secondary schools, drawing upon both interview data and transcripts of classroom interaction, and found that teacher support for such a policy is ambiguous at best.
Abstract: Background Environmental issues are frequently controversial and involve conflicting interests and values. Much environmental education literature explicitly encourages teachers to promote pro-environmental attitudes and behaviours amongst their students, despite evidence that teacher support for such a policy is ambiguous at best. The literature on teaching controversial issues provides conflicting advice for teachers, though many authors advocate the adoption of a neutral or balanced approach. However, there has to date been little research into the strategies which teachers actually adopt in teaching about controversial environmental issues. Purpose This research aimed to address the gap in the literature by investigating the beliefs and practices of three experienced geography teachers teaching controversial environmental issues in English secondary schools. The study draws upon both interview data and transcripts of classroom interaction. Sample Three experienced teachers delivering an A-level geogra...
129 citations
TL;DR: In this paper, the authors examine how four innovative secondary schools model sustainable practices to their students and find that modeling is a valuable approach to sustainability education, promoting both learning about sustainability and adoption of sustainable behaviors in these schools.
Abstract: In this article, the authors examine how 4 innovative secondary schools model sustainable practices to their students. During school visits, the authors conducted interviews, observed daily life, and reviewed school documents. They found that modeling is a valuable approach to sustainability education, promoting both learning about sustainability and adoption of sustainable behaviors in these schools. The 4 primary means by which the schools model sustainability are individual role models, school facilities and operations, school governance, and school culture. Other schools interested in sustainability education will likely find these approaches to modeling useful.
120 citations
TL;DR: In this article, the responses of teachers and their pupils to the educational programme "Nature on the Way to School" were investigated with the help of questionnaires, where the main objectives of the programme were the promotion of opportunities for children to experience nature first-hand on the way to school, promotion of children's awareness of nature in their daily lives, and promotion of interest in and tolerance of local plants and animals.
Abstract: In this study, the responses of teachers and their pupils to the educational programme “Nature on the Way to School” were investigated with the help of questionnaires. The main objectives of the programme were the promotion of opportunities for children to experience nature first‐hand on the way to school, the promotion of children’s awareness of nature in their daily lives, and the promotion of interest in and tolerance of local plants and animals. More than 3000 children (8–16 years old) from 166 primary and secondary school classes in Switzerland and 117 teachers participated in the study. Children of all age groups particularly enjoyed observing nature directly. Teachers gave the programme very high ratings on average. The ratings given by the teachers and the learning gains of the pupils were positively related. Teachers from rural and urban areas carried out similar activities during the programme and regarded the programme as a success. The high satisfaction of both pupils and their teachers with t...
TL;DR: A collection of the most influential and important articles contributed to the field over the last decade can be found in this paper, where the editors highlight six major themes: * EE and ESD: tension or transition? * locating the environmental in environmental education research * doing environmental education, environmental learning as process and outcome * environmental education for...* developing environmental education.
Abstract: Previously published as a special issue of Environmental Education Research, this collection includes some of the most influential and important articles contributed to the field over the last decade. Drawing out the best articles from volumes one to ten, the editors highlight six major themes: * EE and ESD: tension or transition? * locating the environmental in environmental education research * doing environmental education research * environmental learning as process and outcome * environmental education for ...* developing environmental education research. For each theme, two papers published by the journal in the first ten years are re-printed and two researchers review the issues they raise, giving readers a broad and future-facing overview of the development of the field today.
Book•
01 Jan 2006
TL;DR: In this article, the authors present the history of Humankind from hunting for survival to hunting for pleasure, and the History of Industrialism and Environmentalism Sustainable Development - Sustainable for Who?
Abstract: Introduction The History of Humankind - from Hunting for Survival to Hunting for Pleasure The History of Industrialism and Environmentalism Sustainable Development - Sustainable for Who? Environmental Problems from an Ecological Point of View Environmental Problems from an Ethical point of View Environmental Problems from a Political Point of View Environmental Problems from an Economic Point of View Selective Traditions within Environmental Education Environmental Education from a Democratic Perspective Learning of Knowledge and Morals Teaching Sustainable Development Teaching Models within Sustainable Development Conclusion: Competence in Education for Sustainable Development Index.
TL;DR: In this paper, the authors focus on the relationship between development education/global education and education for sustainability, and the current challenges for the implementation in practice, for the conceptual debate, and for the research agenda in the field of global education are outlined.
Abstract: This article focuses on the relationship between development education/global education and education for sustainability. A short introduction describes the current use of the term ‘global education’ and the different groups working and competing within this area in the development field. In the first part, the history of the concept of ‘global education’ is outlined. The authors describe the conceptual shifts from Third World pedagogy to development education to global education. In the second part, the current conceptual debate within the global‐education discourse itself is described. The relationship between the concepts of global education and education for sustainability is reflected on in the third part. Finally, the current challenges for the implementation in practice, for the conceptual debate, and for the research agenda in the field of global education are outlined.
TL;DR: In this article, the role of implementation of an Environmental Management System on campus, in providing students with the hands-on, "on-the-job" business skills that will make them useful in the search for sustainability is discussed.
TL;DR: In this article, a study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside is presented.
Abstract: Internationally, fieldwork is seen as intrinsic to geographical education. Fieldwork is here defined as any study of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003). This paper examines the same issue from the viewpoint of the students' lecturers, who were interviewed to discover their perceptions of the value of fieldwork as a pedagogic device. Textual analyses of transcripts suggest that the lecturers' main objectives for fieldwork are to put theory into context and to teach students subject-specific skills. The development of transferable skills is a secondary benefit. Fieldwork, while considered a vital teaching and learning tool, is not central to geography and environmental science education, which emphasizes the understanding and contextualization of subject theory, but more need...
TL;DR: In this paper, the authors provide a valuable overview of progress towards sustainability in Australian university programs, based on a comprehensive survey, and with a minimum of new jargon to ensure accessibility for practitioners, with concrete recommendations to inform the development of appropriate generalist sustainability curricula, including liberal characteristics such as broad foundational years, and increased historical, spatial and cultural context.
Abstract: Purpose
– In addition to mapping the consistency in rhetoric behind education for sustainability, despite changes in jargon over the past 30 years, this paper endeavours to estimate the degree to which these ideas have been integrated into the Australian tertiary sector.
Design/methodology/approach
– The results of a recent internet‐based audit of tertiary environmental and sustainability offerings are used to reflect upon key ideas associated with a liberal sustainability education: interdisciplinarity, cosmopolitanism and civics.
Findings
– Sustainability is not yet well integrated in specialist or generalist coursework programs in Australia, largely due to a “customer”‐focused higher education sector. Additionally, the emphasis of such programs is usually technological solutions and scientific ken, to the detriment of human cultures and behavioural change.
Practical implications
– Concrete recommendations are given to inform the development of appropriate generalist sustainability curricula, including liberal characteristics such as broad foundational years, and increased historical, spatial and cultural context.
Originality/value
– This paper provides a valuable overview of progress towards sustainability in Australian university programs, based on a comprehensive survey, and with a minimum of new jargon to ensure accessibility for practitioners.
TL;DR: In this article, the authors examined attitudes toward the environment and the level of environmental knowledge among pre-school children and their parents and found that the six-year-olds were familiar with basic notions and could identify improper behaviour with regard to the environment; in the case of more detailed environmental issues, their knowledge and practical application of environmental protection principles were worse.
Abstract: This study’s objective was to examine attitudes toward the environment, and to determine the level of environmental knowledge among pre-school children and their parents. This study covered 686 parents and 674 six-year-olds from 30 pre-schools from the Malopolskie, Mazowieckie and Warmiesko-Mazurskie Provinces. The questionnaire used in the children’s survey was made up of 10 pairs of drawings; that for the adults’ survey consisted of 27 questions. The results indicated that the six-year-olds were familiar with basic notions and could identify improper behaviour with regard to the environment; in the case of more detailed environmental issues, their knowledge and practical application of environmental protection principles were worse. Pre-school children’s attitudes to the environment depended on their place of residence (town/ village). Generally, parents showed favourable environmental attitudes, but were not always willing to change their habits or make sacrifices for environmental conservation. Their ...
TL;DR: In this paper, the authors investigated secondary science teachers' perceived current and preferred teaching levels for 23 environmental issues and perceived barriers to teaching the selected issues and found that the barriers are more issue specific than applied to every issue.
Abstract: To explore issue-specific barriers to teaching environmental issues, the authors investigated secondary science teachers' perceived current and preferred teaching levels for 23 environmental issues and perceived barriers to teaching the selected issues. Subjects in this graduate project were 41 secondary science teachers self-selected to answer a paper-and-pencil survey at national and regional conferences in autumn 2003. Barriers identified from the literature were appraised by the teachers and compared with their current and preferred teaching levels for the environmental issues. Barriers are more issue specific than applied to every issue. Implications for teacher education are explored and research suggestions are offered.
TL;DR: The results of the questionnaire-based Relevance of Science Education Project carried out in England in the latter half of 2003 as part of a wider international comparative study based at the University of Oslo as discussed by the authors reveal significant gender differences in attitudes towards the environment and in the responses that students seem to be willing to make to address environmental concerns.
Abstract: The article presents some of the results of the questionnaire‐based Relevance of Science Education Project carried out in England in the latter half of 2003 as part of a wider international comparative study based at the University of Oslo. Data, drawn from 1,277 students, most of them 14 or 15 years old, indicate their attitudes towards a series of environmental challenges. The study is presented as a contribution to the literature relating to environmental education and to the “student voice”. The findings reveal significant gender differences in attitudes towards the environment and in the responses that students seem to be willing to make to address environmental concerns.
TL;DR: In this paper, the authors measured the impact of adding pre-and post-trip in-class activities to the residential environmental education program at the New Jersey School of Conservation (NJSOC) and found statistically significant results were found only for students who received both the pre- and posttrip activity and only for the Environmental Adaptation subscale.
Abstract: The authors measured the impact of adding pre- and posttrip in-class activities to the residential environmental education program at the New Jersey School of Conservation (NJSOC). Seventh-grade students (N = 169) from a suburban, northern New Jersey school district participated in a 3-day, 2-night experience. The Environmental Adaptation, Environmental Trust, and Pastoralism subscales of the Children's Environmental Response Inventory developed by Bunting and Cousins (1983, 1985) were used to assess the impact of the NJSOC program and the supplemental activities on students' attitudes toward the environment. Statistically significant results were found only for students who received both the pre- and posttrip activity and only for the Environmental Adaptation subscale.
TL;DR: In this article, the authors consider who the meal is for; what food is available; and what cooking utensils and equipment one has when deciding what to cook, including:
Abstract: When deciding what to cook, there are certain questions to be borne in mind including: who the meal is for; what food is available; and what cooking utensils and equipment one has. Other, more indi...
TL;DR: In this paper, the authors investigate Malawian teacher edu- cators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa.
Abstract: The purpose of this 2-year study was to investigate Malawian teacher edu- cators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of nature-knowledge-culture systems from local, place-based perspectives. Specifically, we were interested in learning more about eco-justice issues that are related to environmental degradation in Malawi and the potential role of inquiry-oriented pedagogies in addressing these issues. In a science methods course, the African educators' views on deforestation
TL;DR: In a case study of a community-based land reclamation research project, supported jointly by the NGO Earthwatch and Oxford Brookes University, analysis of the motivations and experiences of project volunteers showed that their aims include making a personal contribution to enhancing the quality of the environment and network.
Abstract: Environmental sustainability education, the dissemination of environmental education for sustainable development into the community, should be a lifelong process and not one restricted to a learner's years in higher education Informal environmental sustainability education, including personal involvement in NGO environmental action, can be an effective way of increasing the understanding of environmental and sustainability issues NGO projects help provide practical environmental education to environmentally aware people who have built their careers in other areas In the process, they help environmental awareness to trickle into areas of life where it would not ordinarily impinge In this case study of a community-based land reclamation research project, supported jointly by the NGO Earthwatch and Oxford Brookes University, analysis of the motivations and experiences of project volunteers shows that their aims include making a personal contribution to enhancing the quality of the environment and network
TL;DR: In this article, the authors outline a critical position in relation to education for sustainable development referring to a socio-ecological approach to environmental education, developed in a cooperative research process with pre-academic secondary schools over several years in Switzerland.
Abstract: This article outlines a critical position in relation to education for sustainable development referring to a socio‐ecological approach to environmental education. This approach was developed in a cooperative research process with pre‐academic secondary schools over several years in Switzerland. For 13 years our research group has been the one in Switzerland to systematically research curriculum and professional development in environmental education in secondary schools. The group was established at the Swiss Federal Institute of Technology in Zurich (ETHZ) supported by funding from the Swiss National Foundation for Scientific Research, and from 1998 proceeded with research projects at the Institute for Teacher Education (upper secondary level) at the University of Zurich. Case studies were carried out to explore the potentials and constraints which teachers and students meet when working with environmental issues. Two case studies from different research phases are shown which illustrate how both teache...
TL;DR: In this article, the authors asked teachers participating in a climate change education course to voluntarily demonstrate new environmental behaviors and found that participants experienced positive feelings in their process, except for guilt when they forgot to do the new actions.
Abstract: The authors invited teachers participating in a climate change education course to voluntarily demonstrate new environmental behaviors. They were interviewed and described the process of change they experienced. Facilitating professional development activities were participation in a community of change, construction of knowledge of climate change, a solo activity in nature, and a continuum of values. Organizational skills, personal advantages, and ease of chosen actions were facilitating factors. Limiting factors included lack of time and lack of awareness of people around them and the difficulty of affirming one's differences. Participants experienced positive feelings in their process, except for guilt when they forgot to do the new actions.
TL;DR: The tenth anniversary of Environmental Education Research comes at an interesting time. The next 10 years of the journal overlap with the United Nation's Decade for Education for Sustainable Develo...
Abstract: The tenth anniversary of Environmental Education Research comes at an interesting time. The next 10 years of the journal overlap with the United Nation’s Decade for Education for Sustainable Develo...
TL;DR: In this paper, the authors address research on major challenges faced in attempting to mainstream education for sustainable development (ESD).Design/methodology/approach is based on a project for infusing ESD in a teachers' college program in Jamaica.
Abstract: Purpose – The purpose of this paper is to address research on major challenges faced in attempting to mainstream education for sustainable development (ESD).Design/methodology/approach – The research is based on a project for infusing ESD in a teachers' college programme in Jamaica.Findings – Challenges include colleagues' scepticism, students' expectations of course, content vs the actuality of an “expanded” course with ESD input, an absence of policy, syllabus constraints, and ways in which these were addressed.Originality/value – In analysing the ways in which these challenges were addressed, important principles are uncovered that can guide the introduction of ESD in higher education: how “threats” can become opportunities, how constraints can make for creativity.