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: The authors evaluated the impact of the landscape upon children at 21 junior schools in England and found that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
Abstract: The school landscape can be a teaching resource for botany and environmental education. This inquiry evaluates the impact of the landscape upon children at 21 junior schools in England. Past and present experiences of 8-to 11-year-old children (N = 845) with vegetation, their botanical knowledge, and their environmental dispositions were measured. The results indicate that both past and present experiences make a small but significant contribution to the children's development of botanical knowledge and environmental dispositions.
58 citations
Journal Article•
58 citations
TL;DR: This article examined early childhood educators' perceptions about nature, science, and environmental education and found that both professionals and students rated the curricular domain of nature/science as the least important for young children in terms of experiences and learning outcomes in comparison to other curricular domains.
Abstract: This study examined early childhood educators' perceptions about nature, science, and environmental education. Preservice early childhood teachers (n = 195) and early childhood professionals currently practicing in the field (n = 162) rated the importance of providing specific nature/science experiences for young children, the importance of specific nature/science learning outcomes, and their confidence implementing specific activities. Research Findings: Consistent with our hypotheses, both professionals and students rated the curricular domain of nature/science as the least important for young children in terms of experiences and learning outcomes in comparison to other curricular domains. Similarly, both professionals and students reported that they were least confident implementing nature/science activities compared to activities in other curricular domains. Qualitative analysis of open-ended questions yielded themes related to definitions of nature, specific activities in and about nature that can pr...
58 citations
Journal Article•
TL;DR: In this article, the NAAEE (North American Association for Environmental Education) Guidelines for Learning (K-12) are introduced with emphasis on the grade levels, the contents of learning and the core of key principles for the construction of environmental education.
Abstract: In the article the Education to develop Excellence in Environmental Education Guidelines for Learning (K-12), developed by the NAAEE (North American Association for Environmental Education) is briefly introduced with emphasis on the grade levels, the contents of learning and the core of key principles for the construction of environmental education.
58 citations
TL;DR: This paper explored how whiteness continues to be normalized within environmental education through various dominant narratives of Canadian nation building, such as: the disaffiliation of whiteness from the violence of colonialism, reifying Canadianness as goodness and innocence; the ongoing erasure of Indigenous Peoples and histories from the land; and the reification of wilderness as an essentialized, empty space.
Abstract: Numerous research studies have explored how institutions such as schools are produced as white spaces. Whiteness is a socio-spatial process that constitutes particular bodies as possessing the normative, ordinary power to enjoy social privilege. Within the Canadian colonial context, whiteness has been produced historically through the violent confiscation of land and resources from Indigenous Peoples. This violence has been silenced through grand narratives of Canadian “tolerance,” and white-settler fantasies of the Canadian landscape as empty and wild. Many environmental education programs continue to rely upon and reproduce these colonial ideas of race and space. Escaping the classroom, Canadian environmental education programs propose to advance personal and educational decolonization through experiential land-based learning. Integrating the discussions in anti-racist, anti-colonial education with the literature on race and nature, this qualitative article draws from student interviews and artefacts to interrogate how whiteness continues to be normalized within environmental education through various dominant narratives of Canadian nation building, such as: the disaffiliation of whiteness from the violence of colonialism, reifying Canadianness as goodness and innocence; the ongoing erasure of Indigenous Peoples and histories from the land; and the reification of wilderness as an essentialized, empty space. These narratives continue to entitle white people to occupy and claim originary status in Canada, signifying wilderness and the environment as a white space.
58 citations