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 this article, an analysis based on a literature review of relevant educational endeavours in affective learning is presented, which suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours.
Abstract: Purpose – The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.Design/methodology/approach – An analysis based on a literature review of relevant educational endeavours in affective learning.Findings – This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learn...
532 citations
TL;DR: This paper reviewed the U.S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues.
Abstract: Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U. S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning tools, and methodological issues. Quantitative studies showed positive outcomes of school-gardening initiatives in the areas of science achievement and food behavior, but they did not demonstrate that children's environmental attitude or social behavior consistently improve with gardening. Validity and reliability issues reduced general confidence in these results. Qualitative studies documented a wider scope of desirable outcomes, including an array of positive social and environmental behaviors. Gardening enthusiasm varies among teachers, depending on support and horticultural confidence.
529 citations
TL;DR: In this article, the authors explore the grounding for teaching toward behavior change that supports the field of conservation education and environmental education focusing on behavior change or influence, which is referred to as new patterns of behavior.
Abstract: One view of environmental education suggests that its goal is to ‘develop a world population that … has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones’ (UNESCO‐UNEP 1976). Embedded within this charge is the teaching of skills and motivations to implement skills, where a skill refers to performance of an act acquired through extended practice and training (Ericsson and Oliver 1995). However, it is often difficult to articulate clearly what skills we teach in conservation education and environmental education focusing on behavior change or influence. It can be equally challenging to describe the behaviors we are ultimately seeking, identified in the Tbilisi Declaration as ‘new patterns of behavior’ (UNESCO 1978). At a basic level, it is important to explore the grounding for teaching toward behavior – often referred to as behavior change – that supports the work of the field. This literat...
514 citations
TL;DR: In this paper, the authors assessed high school students' environmental knowledge and attitudes from a questionnaire administered before and after exposure to a 10-day environmental science course and found significant differences in both knowledge gain and attitudes of students after exposure.
Abstract: High school students' environmental knowledge and attitudes were assessed from a questionnaire administered before and after exposure to a 10-day environmental science course. Results indicated significant differences in both knowledge gain and attitudes of students after exposure. Students' environmental knowledge scores increased by 22% after they completed the environmental science course. In addition, students' environmental attitudes became more environmentally favorable. A statistically significant correlation was found between pretest knowledge scores and pretest attitude scores and between posttest knowledge scores and posttest attitude scores. In both cases, students having higher knowledge scores had more favorable environmental attitudes compared with students with lower knowledge scores.
508 citations
TL;DR: A number of authors have observed a pronounced discrepancy between the problem-solving and action-oriented goals associated with the contemporary philosophy of environmental education and an emphasised emphasis on the importance of problem solving as discussed by the authors.
Abstract: A number of authors have observed a pronounced discrepancy between the problem‐solving and action‐oriented goals associated with the contemporary philosophy of environmental education and an emphas...
493 citations