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: This paper explored the nature and type of evidence employed by participants in an issue of public concern, examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined, and they suggested that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.
Abstract: This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.
154 citations
TL;DR: In this paper, the authors discuss what went wrong in environmental education and what can be done to correct it, and present a set of guidelines for how to improve environmental education in the future.
Abstract: (1990). Environmental Education: What Went Wrong? What can be Done? The Journal of Environmental Education: Vol. 22, No. 1, pp. 9-12.
154 citations
TL;DR: In this article, the authors show that managers in the Canadian pulp and paper industry perceive the government and the public, but not financial and consumer markets, as the most important sources of pressure, and that involvement of the firm's higher level management and environmental education of employees are important determinants of environmental performance.
154 citations
TL;DR: The authors locates art education within a critical pedagogy of place as a prelude to describing contemporary art and art education that is engaged with ecological issues, and provides a robust framework for the theory and practice of art education.
Abstract: In contemporary life and education, the local is marginalized in favor of large-scale economies of consumption that are indifferent to ecological concerns. The consequences of neglecting local human and natural communities include a degraded habitat, loss of wilderness, alienation, rootlessness, and lack of connection to communities. Critical place-based pedagogy provides a robust framework for the theory and practice of art education that is concerned with ecological issues. This article locates art education within a critical pedagogy of place as a prelude to describing contemporary art and art education that is engaged with ecological issues.
154 citations
TL;DR: In this article, a longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel, and found that the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental commitment level of corresponding categorizations.
Abstract: The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding categor...
153 citations