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.

An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries

Abstract: Summary This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.

A Survey of Perception, Knowledge, Awareness, and attitude in Regard to Environmental Problems in a Sample of two Different Social Groups in Jakarta, Indonesia

Abstract: A quantitative study was conducted in 1998 to investigate differences in perception, knowledge, awareness, and attitude with regard to environmental problems between educated and community groups and to identify human-dimension factors to improve public perception, knowledge, awareness, and attitude in relation to global environmental conservation concerns in developing countries. Educated and community groups in Jakarta were interviewed, and data obtained from a total of 537 males aged 30-49 years were analyzed. The data were evaluated by the chi-squared test and logistic regression was applied after factor analysis. The results show that: (1) The perception, knowledge, awareness, and attitude of educated subjects in regard to regional and global environmental problems were much better than those of subjects in the community group; (2) The highest 'yes' response in the community group was in regard to perception of AIDS (82.9%). Few subjects in the community group knew the effects and the cause or source of environmental problems, however, they were well informed about AIDS (86.4% for effects and 93.9% for cause or source). The conclusions are: (1) subjects in the educated group had better perception, more detailed knowledge, were more aware, and had better attitudes in regard to regional and global environmental problems than those in the community group; (2) more education is needed to develop environmental actions and ethics in developing countries; (3) non-formal environmental education through popular mass media should be used more widely and frequently, and more detailed information on the environment should be provided to literate people by newspapers and other means.

Theorising Community Gardens as Pedagogical Sites in the Food Movement.

Abstract: Community gardens are rich non-school sites of informal adult learning and education in the North American food movement. To date, however, they have seldom been the subject of research in environmental education. This paper argues that theorising on public pedagogy and social movement learning from the field of Adult Education might effectively be applied to frame the study of learning in community gardens. A brief history of community gardens in the USA is first given, followed by an overview of theory on social movement learning. A review of empirical research on the individual and collective benefits of participation in community garden initiatives is then used to illustrate the potential for research on the connection between learning and these benefits. The paper concludes with a discussion of implications for further research.