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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02 May 2013
TL;DR: The 51-chapter handbook of the Environmental Education (EE) field as discussed by the authors provides an overview of the most important concepts, findings and theories that have been developed by environmental education research.
Abstract: The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. This growth in scholarship makes this an opportune time to review and consolidate the knowledge base of the environmental education (EE) field.
The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.
193 citations
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TL;DR: In this article, the authors discuss environmental literacy in the United States and present a brief summary of the results of a major national study designed to attain a baseline measure of environmental literacy among middle school students.
Abstract: The authors discuss environmental literacy in the United States and present a brief summary of the results of a major national study designed to attain a baseline measure of environmental literacy among middle school students in the United States The authors include events that led up to the study and desctibe future directions for environmental literacy assessment.
192 citations
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TL;DR: In this article, a qualitative study of the environmental attitudes of young people across their final two years of secondary school in the two Australian cities of Melbourne and Brisbane was conducted. But the results showed that the ambivalence towards the environment that results, together with the individualistic frameworks for explaining environmental issues that were displayed, point to areas for renewed curriculum attention in secondary schools and directions for future research.
Abstract: SUMMARY This article presents a range of findbigs from a qualitative study of the environmental attitudes of young people across their final 2 years of secondary school in the two Australian cities of Melbourne and Brisbane. Focus groups comprising the same 16‐ to 17‐year‐old students in 12 schools were interviewed twice, 12 months apart. Several minor differences were found in the attitudes of students between the two cities, but these pale alongside the common, indeed, overwhelming feelings of environmental concern mixed with frustration, cynicism and action paralysis that were reported. The ambivalence towards the environment that results, together with the individualistic frameworks for explaining environmental issues that were displayed, point to areas for renewed curriculum attention in secondary schools and directions for future research.
192 citations
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01 Jan 2004
TL;DR: In this article, the authors explored where SHE declarations have been in the past, where they are now, and provided glimpses for SHE declarations in the future, highlighting key themes that have emerged in SHE declarations since the early 1990s, including the ethical and moral responsibility of the university to contribute to local, regional and global sustainability; the need for public outreach and universities to become models of sustainability in their own communities; encouraging sustainable physical operations; fostering ecological literacy; the development of interdisciplinary curriculum; encouraging research related to sustainability; forging partnerships with government, non-governmental organizations and industry
Abstract: This chapter has explored where SHE declarations have been in the past, where they are now, and provides glimpses for SHE declarations in the future. It has highlighted key themes that have emerged in SHE declarations since the early 1990s, including the ethical and moral responsibility of the university to contribute to local, regional and global sustainability; the need for public outreach and universities to become models of sustainability in their own communities; encouraging sustainable physical operations; fostering ecological literacy; the development of interdisciplinary curriculum; encouraging research related to sustainability; forging partnerships with government, non-governmental organizations and industry; and, cooperation amongst universities. The identification of these themes and patterns furthers the understanding of what universities believe are the key priorities to becoming sustainable institutions, and what paths universities believe they should take on the journey to sustainability. This provides a starting point for an exploration of the challenges to sustainability in higher education.
192 citations
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TL;DR: This paper explored the ideas and reasoning students use to make a collaborative environmental management decision and found that students' discussions were compared with scientists' guidelines for making environmental management decisions, and with one expert's analysis of the particular management scenario the students considered.
Abstract: The objective of this study was to explore the ideas and reasoning students use to make a collaborative environmental management decision. Eight groups of 8th-grade students (n = 24) considered ecological and economic information about an invasive aquatic species to make a management recommendation. In addition to discussing the exact information they were given, the groups made a variety of interpretations, elaborations, and inferences concerning ecological structure and dynamics and practical aspects of the management scenario. Value judgments and concerns with uncertainty also appeared in students' discussions, to differing degrees. The students' discussions were compared with scientists' guidelines for making environmental management decisions, and with one expert's analysis of the particular management scenario the students considered. A major finding was that whereas across groups students touched on all of the themes that scientists consider to be important for making environmental management decisions, within most groups students focused more narrowly on particular themes, giving cursory treatment to other dimensions of the problem. The results point to a need to foster students' ecological background knowledge and integrative, systems thinking skills for making principled decisions about complex environmental issues. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 341–368, 2002
191 citations