Topic
Environmental education
About: Environmental education is a research topic. Over the lifetime, 14551 publications have been published within this topic receiving 211056 citations. The topic is also known as: environmental learning.
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TL;DR: In the early days of the field, attitude-behavior (A-B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest...
Abstract: Since the early days of the field, attitude–behavior (A–B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest ...
76 citations
TL;DR: This article found that teachers perceived they were most competent in educating students about the environment in the cognitive domain, and less so in affective education and in environmental action strategies, and reported that they spend less than ½ hour per week per subject teaching about environmental education.
Abstract: This study assessed Wisconsin teachers' perceived competencies in, attitudes toward, and class time devoted to teaching about the environment. A valid and reliable survey instrument was developed and mailed to 1,545 randomly selected elementary and secondary education teachers. Results imply that lack of training in environmental education (EE) is a major reason teachers do not infuse these concepts. Analysis revealed that teachers perceived they were most competent in educating students about the environment in the cognitive domain, and less so in affective education and in environmental action strategies. Although teachers' attitudes toward EE were positive, they reported that they spend less than ½ hour per week per subject teaching about the environment.
76 citations
TL;DR: In this article, the authors argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions, rather than as a common market in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.
Abstract: This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.
76 citations
TL;DR: The authors found that the reviewed earth and environmental sicence textbooks did not adequately address students' misconceptions about climate change, suggesting a need for revision, and proposed a review of the reviewed textbooks.
Abstract: The reviewed earth and environmental sicence textbooks did not adequately address students' misconceptions about climate change, suggesting a need for revision.
76 citations
TL;DR: The authors investigated the reported and actual classroom uses of mass media by secondary science teachers to explore socio-scientific and sustainability issues as well as the extent to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability, and media literacy education.
Abstract: The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues; however, without a lens on how those media are created and how representations of science are constructed through media, the use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom uses of mass media by secondary science teachers’ to explore socio-scientific and sustainability issues as well as the extent to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability, and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability, and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers, can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media to explore socio-scientific issues in line with perspectives from education for sustainability.
76 citations