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.
Papers published on a yearly basis
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TL;DR: The Project Green Reach (PGR) children's program at the Brooklyn Botanic Garden has offered garden-based youth education since 1990 as discussed by the authors, focusing on Grade K-8 students and teachers from local Title I schools who work in teams on garden and science projects.
Abstract: Brooklyn Botanic Garden's Project Green Reach (PGR) is a children's program that has offered garden-based youth education since 1990 PGR focuses on Grade K-8 students and teachers from local Title I schools who work in teams on garden and science projects In this exploratory study, the authors used field observations, document analysis, and past participant interviews to investigate PGR's program, model informal science education, and document the influence of the program on urban youth In all, 7 themes emerged: (a) participants' challenging home and school environments, (b) changes in academic and interdisciplinary skills, (c) changes in science and gardening skills, (d) increased environmental awareness, (e) social and personal growth, (f) a positive life experience, and (g) the cultural significance of the program
57 citations
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TL;DR: In this paper, the authors argue that higher education for sustainable development does not call for the invention of anything disconcertingly new and that four simple, long-standing concepts contribute most of the philosophy, disciplinary content and pedagogy required: liberal education, interdisciplinarity, cosmopolitanism and civics.
Abstract: Thirty years of academic dialogue and reinvention about environmental and sustainability education conceals the consistency of rhetoric that literature holds. This paper argues that higher education for sustainable development does not call for the invention of anything disconcertingly new. In fact, four simple, long‐standing concepts contribute most of the philosophy, disciplinary content and pedagogy required: liberal education, interdisciplinarity, cosmopolitanism and civics. A review is undertaken of the literature behind these ‘ideas neither young nor mature’ and a sustainability canon is derived that features integrated sciences, humanities and social sciences theory, engaging, active pedagogy and authentic external experiences.
57 citations
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TL;DR: For Indigenous youth growing up in today's Canadian cities, summer, non-formal learning programs developed around outdoor and/or environmental education themes offer the chance for reconnecting with ancestral territories as mentioned in this paper.
Abstract: For Indigenous youth growing up in today’s Canadian cities, summer, non-formal learning programs developed around outdoor and/or environmental education themes offer the chance for reconnecting with ancestral territories. While tenable, few interpretive studies focus on youths’ engagement with such learning. This paper offers an analysis of the effects of one such program, in the process examining how discourses of primitivism and authenticity in place-based learning practice (emphasizing Western-oriented outdoor and environmental education) serve to challenge rather than benefit urban Native youth. Instead of interpreting youths’ response as a direct affront to the hegemony of Western education, I make the case for seeing this in connection with a long history of resistance to assimilating practices and in keeping with Cree traditions of orality. Through their actions in the process of learning, these youth contribute something vital to contemporary place-making and a growing Indigenous resurgence on the...
57 citations
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TL;DR: In this paper, the authors conducted a study to provide information on the environmental knowledge of 5th and 6th graders in a Greek city and found that children's knowledge about the environment is influenced by their immediate experience as well as by the content of their textbooks.
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.
57 citations
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TL;DR: 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.
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.
57 citations