Showing papers on "Environmental education published in 2008"
TL;DR: The authors argue that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development, and identify anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discuss issues arising from these anomalies in light of the nature and purposes of education.
Abstract: This study contends that environmental education is being significantly altered by globalizing forces, witnessing the effort to convert environmental education into education for sustainable development. This internationally propagated conversion can be challenged from many vantage points. This study identifies anomalies that have arisen as international organizations such as UNESCO have championed this conversion, and discusses issues arising from these anomalies in light of the nature and purposes of education. This study presents a heuristic that has helped one to support a better understanding of the relationships between sustainable development, environmental thought, democracy, and education.
543 citations
TL;DR: In this article, an analysis based on a literature review of relevant educational endeavours in affective learning is presented, which suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours.
Abstract: Purpose – The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.Design/methodology/approach – An analysis based on a literature review of relevant educational endeavours in affective learning.Findings – This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learn...
532 citations
TL;DR: In this article, the authors explore the grounding for teaching toward behavior change that supports the field of conservation education and environmental education focusing on behavior change or influence, which is referred to as new patterns of behavior.
Abstract: One view of environmental education suggests that its goal is to ‘develop a world population that … has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones’ (UNESCO‐UNEP 1976). Embedded within this charge is the teaching of skills and motivations to implement skills, where a skill refers to performance of an act acquired through extended practice and training (Ericsson and Oliver 1995). However, it is often difficult to articulate clearly what skills we teach in conservation education and environmental education focusing on behavior change or influence. It can be equally challenging to describe the behaviors we are ultimately seeking, identified in the Tbilisi Declaration as ‘new patterns of behavior’ (UNESCO 1978). At a basic level, it is important to explore the grounding for teaching toward behavior – often referred to as behavior change – that supports the work of the field. This literat...
514 citations
TL;DR: The authors focus on community and partnership capacity within and across sites, using as a theoretical framework Goodman and his colleagues' dimensions of community capacity, as these were tailored to environmental health by Freudenberg, and as further modified to include partnershipcapacity within a systems perspective.
Abstract: Community-based participatory research (CBPR) increasingly is being used to study and address environmental justice. This article presents the results of a cross-site case study of four CBPR partnerships in the United States that researched environmental health problems and worked to educate legislators and promote relevant public policy. The authors focus on community and partnership capacity within and across sites, using as a theoretical framework Goodman and his colleagues' dimensions of community capacity, as these were tailored to environmental health by Freudenberg, and as further modified to include partnership capacity within a systems perspective. The four CBPR partnerships examined were situated in NewYork, California, Oklahoma, and North Carolina and were part of a larger national study. Case study contexts and characteristics, policy-related outcomes, and findings related to community and partnership capacity are presented, with implications drawn for other CBPR partnerships with a policy focus.
265 citations
TL;DR: In this paper, the authors argue that the cognitive and affective domains need to be explicitly integrated in a science education that informs environmental education, as a sense of relationship is essential for environmental care and responsibility leading to informed action.
Abstract: Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro‐environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people’s experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs environmental education, as a sense of relationship is essential for environmental care and responsibility leading to informed action. The features of such approaches to science education are discussed through analysis of the impact of modern and constructive postmodern science education models on environmental education, and possible strategies for making connections between cognitive and affective domains are proposed. The analysis incorporates the development of positive approaches to science and environmental issues through teacher modelling of biophilic behavi...
255 citations
TL;DR: In this paper, the authors conducted a national survey of 6th and 12th grade students in Israel to evaluate their environmental literacy, including the dimensions of environmental knowledge, attitudes, and behavior.
Abstract: The authors conducted a national survey of 6th- and 12th-grade students in Israel to evaluate their environmental literacy, including the dimensions of environmental knowledge, attitudes, and behavior. In this article, the authors present the results of the survey, the correlations between these different dimensions, and their associations with demographic and experiential data. The authors did not find a significant correlation between knowledge and behavior. Ethnic and socioeconomic characteristics were moderately associated with environmental literacy, whereas the presence of an adult who mediated children's relation to nature was strongly related to environmental attitudes and behavior and weakly related to knowledge. The results suggest that the intended objec- tives of environmental education in Israel have not been achieved. The authors call for additional research to identify ways to improve environmental education in the Israeli public schools.
182 citations
01 Jul 2008
TL;DR: This article explored the influences of 3 and 5-day residential environmental education programs at the Great Smoky Mountains Institute at Tremont (TN) on participants' connections with nature, environmental stewardship, interest in learning and discovery, and awareness of the national park and biodiversity.
Abstract: The authors explored the influences of 3- and 5-day residential environmental education
programs at the Great Smoky Mountains Institute at Tremont (TN) on participants’ connections
with nature, environmental stewardship, interest in learning and discovery, and awareness of
the Great Smoky Mountains National Park and biodiversity. The authors found significant positive,
short-term effects on all outcomes of interest. Also, 3-month delayed posttests indicated retention
of significant gains in environmental stewardship and awareness, whereas other gains faded. Longer
stays and active engagement of visiting teachers in on-site instruction enhanced most outcomes. The
authors discuss the influences of pre-visit preparation and group size on participants.
164 citations
TL;DR: This paper explored the influences of 3-and 5-day residential environmental education programs at the Great Smoky Mountains Institute at Tremont (TN) on participants' connec- tions with nature, environmental stewardship, interest in learning and discovery, and awareness of the GSM National Park and biodiversity.
Abstract: The authors explored the influences of 3- and 5-day residential environmental educa- tion programs at the Great Smoky Mountains Institute at Tremont (TN) on participants' connec- tions with nature, environmental stewardship, interest in learning and discovery, and awareness of the Great Smoky Mountains National Park and biodiversity. The authors found significant positive, short-term effects on all outcomes of interest. Also, 3-month delayed posttests indicated retention of significant gains in environmental stewardship and awareness, whereas other gains faded. Longer stays and active engagement of visiting teachers in on-site instruction enhanced most outcomes. The authors discuss the influences of previsit preparation and group size on participants.
164 citations
TL;DR: The power and potential of green school grounds to promote health and well-being and to be an integral element of multifaceted, school-based health promotion strategies is explored in this paper.
Abstract: Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. It is this relationship that we explore in this paper – the power and potential of green school grounds to promote health and well‐being and to be an integral element of multifaceted, school‐based health promotion strategies. Specifically, we bring together recent research to examine green school grounds as places where the interests of educators and children’s health advocates can meet, inform and support one another. By grounding our comments in recent thinking about health‐promoting schools, we highlight the growing body of evidence that green school grounds, as a school setting, can contribute to children’s physical, mental, social and spiritual well‐being.
142 citations
TL;DR: This article investigated the ecology of two local retention ponds over the course of one school year and found that participation in carefully crafted, extended investigations transformed students' views of the goals and purposes of inquiry and of the nature of science.
138 citations
TL;DR: These are among the first published accounts of participants' responses to learning personal exposure data, research identified as critical to environmental science and public health, that raise the importance of reporting even uncertain science and underscore the value of a community-based reporting strategy.
Abstract: We report on interviews conducted with participants in a novel study about environmental chemicals in body fluids and household air and dust. Interviews reveal how personal and collective environmental history influence the interpretation of exposure data, and how participants fashion an emergent understanding of environmental health problems from the articulation of science and experience. To the illness experience literature, we contribute a framework for analyzing a new category of embodied narratives—“exposure experience”—that examines the mediating role of science. We update social scientific knowledge about social responses to toxic chemicals during a period in which science alters public understanding of chemical pollution. This article is among the first published accounts of participants' responses to learning personal exposure data, research identified as critical to environmental science and public health. Our findings raise the importance of reporting even uncertain science and underscore the value of a community-based reporting strategy.
TL;DR: In this article, the authors define four categories of environmental education according to their purpose: Convey Information, Build Understanding, Improve Skills, and Enable Sustainable Actions, and provide a framework that can help practitioners consider a suite of possible purposes and interventions that can belong under the umbrella of EE.
Abstract: Environmental education (EE) includes a broad range of teaching methods, topics, audiences, and educators. EE professionals have worked over the last 30 years to provide distinct definitions, guides, objectives, and standards that will help educators know how to differentiate environmental education from other educational efforts and how to deliver it effectively. This article incorporates several recent frameworks of educational strategies into one that has usefulness to formal and nonformal educators as well as communicators. Our purpose is not to redefine EE, but to provide a framework that can help practitioners consider a suite of possible purposes and interventions that can belong under the umbrella of EE. We define four categories of EE according to their purpose: Convey Information, Build Understanding, Improve Skills, and Enable Sustainable Actions.
TL;DR: In this article, the authors examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses, based on a literature review.
Abstract: This study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature ...
TL;DR: The ACES model as discussed by the authors is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education.
Abstract: A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.
TL;DR: The authors investigated how one class of 12-to 13-year-old geography students in the UK understood the concept of sustainability, using concept mapping and semi-structured interviews to explore the students' understandings of sustainability within a case study framework.
Abstract: There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students’ understanding of sustainable development. This paper presents findings from research investigating how one class of 12‐ to 13‐year‐old geography students in the UK understands the concept of sustainability. The research used concept‐mapping and semi‐structured interviews to explore the students’ understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and t...
TL;DR: A 30-item Likert-type questionnaire containing four dimensions (awareness of environmental issues-AEI, awareness of individual responsibility-AIR, general attitudes towards environmental problems-GAEP and general attitudes toward environmental solutions-GAES) was developed to measure student teachers' environmental attitudes as mentioned in this paper.
Abstract: The purpose of the study is to assess the awareness and attitudes of student teachers in Turkey. The relationship between the student teachers' attitudes and their gender, academic major, grade level, geographical region and socioeconomic status (level of family income, their parents' education level and occupation, residence) was evaluated with an instrument developed by the researcher. The present descriptive study was carried out at the University of Adiyaman in Turkey, Faculty of Education on 830 Subjects. A 30-item Likert-type questionnaire containing four dimensions (awareness of environmental issues-AEI, awareness of individual responsibility-AIR, general attitudes towards environmental problems-GAEP and general attitudes towards environmental solutions-GAES) was developed to measure student teachers' environmental attitudes by the researcher. Results of T-test and ANOVA showed that the female elementary student teachers in the last year of an instruction programme who have less than three brothers...
TL;DR: In this article, the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics, was investigated and a web-based survey was conducted to identify the existence of PD programs and teaching induction programs within universities.
Abstract: – This paper seeks to report research undertaken to assess the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics., – This web‐based survey seeks to identify the existence of PD programs and teaching induction programs within universities, or where programs in tertiary teaching that included any sustainability education content were offered., – While the vast majority of universities had information about PD available, only one offers a PD course designed to introduce academics to sustainability and teaching sustainability. This is despite the high number of Australian universities that have signed sustainability education declarations, which include commitments to achieving sustainability literacy in staff and students., – The survey focused only on information contained on web sites, and information that would not have been identified by this methodology such as informal programs, forums and workshops, and anything on secure staff “intranet” sites., – This research indicates that in Australia there is only very limited PD activity, which provides one explanation for the limited extent to which education for sustainability is evident in universities., – There is little information about PD activity in universities generally, and especially in Australia. This research provides a starting‐point investigation into activity that may have been missed by the research. More importantly, it provides a base for the exploration of PD programs that will be the most effective and efficient in facilitating education for sustainability.
TL;DR: Significant implications for global citizenship education in schools are drawn that include designing a meaningful context for engaged learning in schools with components of global citizenship, developing a research culture in schools as a stepping stone forglobal citizenship education and building capacity of teachers and school leaders in global citizenship.
Abstract: Based on an account of how two classes of primary five students in Singapore engage in the learning of English, Mathematics and Science by playing the role of global citizens, the paper suggests an alternative but realistic approach to teaching global citizenship education. Set against the back story of Atlantis facing ecological, social and cultural decay due to the blind pursuit of prosperity and modernisation by its rulers, each student became a quester called on to save Atlantis. Throughout the mission they were presented with different problems in Atlantis (similar to existing global issues) and were expected to research and suggest solutions to the problems by alone or with fellow questers. These problems were tied to the primary five English, Mathematics and Science curriculum. Through documenting and making sense of these activities via observations, interviews and pre-post questionnaire surveys, the paper shows how the new approach may enhance the learning engagement, academic motivation and social commitments among the students. We also explore the sustainability and scalability of such an approach in the school system and highlight constraints. The paper then draws implications for global citizenship education in schools that include designing a meaningful context for engaged learning in schools with components of global citizenship, developing a research culture in schools as a stepping stone for global citizenship education and building capacity of teachers and school leaders in global citizenship.
TL;DR: In this paper, the authors hypothesise that student learning about sustainable development (SD) might usefully be configured within a broad framework combining formal, informal and campus curriculum and discuss why they believe their broad framework approach is useful and illustrate the practical development of some of these ideas through the early work of the institutional Ecoversity project.
Abstract: The paper hypothesises that student learning about sustainable development (SD) might usefully be configured within a broad framework combining formal, informal and campus curriculum. Student learning about sustainable development is a form of education for sustainable development (ESD), a term which has many definitions and interpretations. In this paper we refer to both student learning about SD (referring to multiple influences, actions and levels of engagement) and ESD as an overarching formal term (in our work based upon the UNESCO framework for ESD). The term campus sustainability is used when the focus of learning and engagement is based upon or designed around campus‐focused projects and activities. We discuss why we believe our broad framework approach is useful and illustrate the practical development of some of these ideas through the early work of our institutional Ecoversity project. Our approach requires bringing together and meshing widely disparate institutional processes and drivers to su...
TL;DR: In this paper, the effect of gender and enrolment on environment-related courses on students' perceptions of sustainable development and changing life styles was examined in a study of 823 students from three faculties of Middle East Technical University (Ankara) in Turkey.
Abstract: How can universities realise their powerful role in dealing with issues of environmental degradation, education for sustainability and changing life styles? Being a developing country and having young people amounting to one-third of the total population, it is a very important challenge to help especially the young in Turkey to recognise the social, economic and cultural dimensions of the environment in order to achieve a sustainable future. Thus, this study aims at investigating university students' perceptions of sustainable development and changing life styles and examines the effect of gender and enrolment on environment-related courses. A total of 823 students from three faculties of Middle East Technical University (Ankara) participated in the study. Data were obtained by administration of a modified version of Environmental Attitude Scale and analysed by two-way Analysis of Variance (ANOVA). The results revealed that while there was a statistically significant mean difference between boys and girl...
TL;DR: The article first introduces PISA 2006, and then provides a general overview of results and a discussion of students’ science competencies and attitudes relative to environmental and resources issues, as well as educational policies for science education programs and teaching practices.
Abstract: In today’s world, scientific literacy has become essential to full participation of citizens. Certainly, important components of scientific literacy include resource use and environmental quality. The 2006 Program for International Student Assessment (PISA) centered on scientific literacy and included resources and environments as two contexts for the test and student questionnaire. The article first introduces PISA 2006, and then provides a general overview of results. Using two released units from PISA 2006, I then turn to results and a discussion of students’ science competencies and attitudes relative to environmental and resources issues. The article concludes with a discussion of educational policies for science education programs and teaching practices.
01 Jan 2008
TL;DR: Ecotourism has been credited with conserving biological and cultural diversity, alleviating rural poverty, increasing public awareness of environmental concerns and strengthening ties between tourism operators and local populations as discussed by the authors.
Abstract: Ecotourism has been credited with conserving biological and cultural diversity, alleviating rural poverty, increasing public awareness of environmental concerns and strengthening ties between tourism operators and local populations. For these reasons, ecotourism has grown in popularity with tourists as well as governmental development agencies and conservation organizations. Over twenty years after its inception, it now needs to be asked: Does ecotourism measure up to its environmental, social and economic ideals?Using detailed case studies, regional overviews and thematic analyses, "Ecotourism and Conservation in the Americas" evaluates the pros and cons of ecotourism for communities and ecosystems. Focusing particularly on the Americas, perspectives are drawn from private tour operators, non-governmental conservation and development organizations, local and indigenous communities and tourism researchers. Chapters discuss local benefits and conservation value through discussions of social impacts, the assessment of conservation potential, environmental education and the setting and maintaining of standards.
TL;DR: In this paper, the effects of sociodemographic variables on environmental knowledge and attitudes, and how self-reported environmentally friendly behaviour is related to environmental knowledge, behavioural intentions, environmental affects, and the students' locus of control were investigated.
Abstract: This study investigated elementary school students’ environmental knowledge and attitudes, the effects of sociodemographic variables on environmental knowledge and attitudes, and how self‐reported environmentally friendly behaviour is related to environmental knowledge, behavioural intentions, environmental affects, and the students’ locus of control. Data were gathered by administration of the Children’s Environmental Attitudes and Knowledge Scale and Locus of Control scale to 1140 students from 18 randomly selected elementary schools located in urban areas of Ankara, the capital of Turkey. Descriptive results indicated low levels of knowledge, but favourable attitudes toward the environment. The three‐way ANOVA provided a significant main effect on students’ environmental knowledge of education level of fathers. The sex difference regarding students’ attitudes toward the environment was statistically significant in favour of girls. In addition, multiple regression analysis results showed that behavioura...
TL;DR: The authors investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002-2003 and concluded that the rewards and challenges for teachers, students, schools and the wider school community arising from the schools' implementation of this non-compulsory curriculum subject.
Abstract: This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002–2003. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand schools and case studies of environmental education practice in eight schools. In this paper we describe and discuss key features of environmental education practice in New Zealand schools at the time of the research. We consider the rewards and challenges for teachers, students, schools and the wider school community arising from the schools’ implementation of this non‐compulsory curriculum subject. We conclude by considering what the findings told us about current EE practice and how these findings might inform a greater emphasis towards environmental education/education for sustainability in New Zealand schools at a time of national curriculum policy change.
TL;DR: In this article, a case study of non-formal education at museums (parks, historical sites, and cultural institutions) reveals a much more complex picture of teaching in museums than is usually recognized.
Abstract: The study of adult education has much to offer museum education, particularly from the lens of nonformal education—education that takes place outside formal educational settings. Through analysis of two case studies of nonformal education at museums (parks, historical sites, and cultural institutions), findings reveal a much more complex picture of teaching in museums than is usually recognized. They shed light on the unique context and practice of museum education that significantly impacts the museum experience.
TL;DR: In this paper, the authors draw on literature from cultural history and environmental history to explore how these disciplines might inform outdoor education research and pedagogy that addresses current cultural and environmental issues of specific communities and geographical places.
Abstract: Outdoor education practice around the world occurs in diverse circumstances, environments and cultures. The application of outdoor education to specific cultural and environmental issues in particular places and communities has received little attention in research. While research in fields such as cultural geography has addressed the relationships between cultures, communities and geographical places, this is largely overlooked in outdoor education research. In this paper I draw on literature from cultural history and environmental history to explore how these disciplines might inform outdoor education research and pedagogy that addresses current cultural and environmental issues of specific communities and geographical places. With the aid of the rhizome metaphor for (re)structuring knowledge, I use examples from my practice in Australia to demonstrate how reading the landscape and the use of stories, or historical accounts, can assist outdoor educators and participants to probe and reflect on the relat...
TL;DR: In this article, an after-school science club program for urban 4th-grade students that integrated instructional technologies to investigate a pond ecosystem in the local schoolyard was described.
Abstract: The author describes an after-school science club program for urban 4th-grade students that integrated instructional technologies to investigate a pond ecosystem in the local schoolyard. The author conducted a design-based evaluation study to examine the effectiveness of the program in promoting environmental attitudes and understandings of the local watershed. Students used Web-based GIS maps and Google Earth visualizations to understand the geographic nature of their watershed. Results indicate that participation in the long-term pond investigation enhanced environmental attitudes, promoted a sense of environmental stewardship, and fostered responsible environmental behavior.
TL;DR: This paper examined the environmental attitudes of African American college students by using the 15-item New Ecological Paradigm (NEP) Scale and found that African American students were modestly proenvironmental, as determined by the NEP Scale.
Abstract: The author examined the environmental attitudes of African American college students by using the 15-item New Ecological Paradigm (NEP) Scale. The author also attempted to determine their everyday environmental behaviors such as recycling and conservation and investigated major information sources for local, national, and international environmental issues. In general, African American college students were modestly proenvironmental, as determined by the NEP Scale. In terms of behavior, recycling of 5 different materials ranged from 13% to 15% of participants. Television and the Internet were the students' major sources of information on environmental news, and daily newspapers and governmental sources were the students' least used sources.
TL;DR: In this paper, the authors provide an overview of the diverse programs and actors involved in environmental education in Costa Rica, as well as analysing the politics of its implementation, focusing on education, conservation, and ecotourism.
TL;DR: In this paper, a specific project developed at Queen's University Belfast, facilitated by a grant from the UK Higher Education Academy, was discussed, which involved a group of students working on their Masters thesis collectively addressing issues of sustainable regeneratio...
Abstract: Sustainable development is now widely held as a transcendental ideal of town and country planning, yet the way in which it is taught in planning schools remains problematic. This arises from a range of factors, including the all‐persuasive nature of sustainability and the lack of solid examples of success through implementation. The issue of how best to promote learning for sustainable development in planning has arguably intensified in the last two years in the case of the Royal Town Planning Institute‐sponsored ‘fast track’ one‐year Masters, which has reduced the opportunities for students to engage in wider (and perhaps even deeper) concepts, including that of sustainable development. This paper explores this through discussion of a specific project developed at Queen's University Belfast, facilitated by a grant from the UK Higher Education Academy. Working with a local community, this entailed a group of students working on their Masters thesis collectively addressing issues of sustainable regeneratio...