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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
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Journal ArticleDOI
TL;DR: In this article, the authors review the literature on social and environmental justice, identify gaps in current social justice literature and practice, and offer recommendations for creating a new history in outdoor experiential education.
Abstract: Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and practice, and offer recommendations for creating a new history.

108 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore several contemporary challenges and opportunities in the field of environmental education, including the need to continue to expand and make use of the range of professional development opportunities within the field, such as is apparent in several of NAAEE's sets of Guidelines and related initiatives.
Abstract: Over the past four decades, numerous professionals in the field of environmental education (EE) have attempted to take stock of conditions within and outside of EE. In turn, many used the results of their analyses to describe challenges to and opportunities for EE. Many of these challenges and opportunities continue to ring true today, although the purpose of this article is not to explore those, but to explore several contemporary challenges and opportunities. The first challenge posed is to continue to expand and make use of the range of professional development opportunities within the field, such as is apparent in several of NAAEE's sets of Guidelines and related initiatives, particularly as the field continues to grow in numbers and in different directions. A second challenge pertains to the need for increased attention to sustainability in developed and developing nations' contexts, the rapid growth of “Education for Sustainability” (ESD) since UNCED, and the need to maintain clarity over the comple...

107 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present a compilation of results obtained from two studies that shed new light on the relationship between influences on environmental attitudes and influences on the environmental behavior, and suggest increasing the focus of environmental education on construction of attitudes.
Abstract: The present article challenges the prevailing perception in the field of environmental education that acquisition of environmental behavior is an ultimate goal of the educational process, in comparison to acquisition of environmental attitudes, which is perceived as a minor goal. The article presents a compilation of results obtained from two studies that shed new light on the relationship between influences on environmental attitudes and influences on environmental behavior. The results suggest that: (a) among adults, the strategies required for influencing attitudes are different from those required for influencing behaviors; (b) the mechanisms for achieving influence among children are different from those among adults; and (c) conventional educational approaches, such as behavior modification, can influence behavior more easily than they can influence attitudes. The results provide grounds for questioning the prevailing belief that individual acquisition of responsible environmental behavior can drive changes on the global political scale. We suggest increasing the focus of environmental education on construction of attitudes.

107 citations

Journal ArticleDOI
TL;DR: In this article, the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics, was investigated and a web-based survey was conducted to identify the existence of PD programs and teaching induction programs within universities.
Abstract: – This paper seeks to report research undertaken to assess the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics., – This web‐based survey seeks to identify the existence of PD programs and teaching induction programs within universities, or where programs in tertiary teaching that included any sustainability education content were offered., – While the vast majority of universities had information about PD available, only one offers a PD course designed to introduce academics to sustainability and teaching sustainability. This is despite the high number of Australian universities that have signed sustainability education declarations, which include commitments to achieving sustainability literacy in staff and students., – The survey focused only on information contained on web sites, and information that would not have been identified by this methodology such as informal programs, forums and workshops, and anything on secure staff “intranet” sites., – This research indicates that in Australia there is only very limited PD activity, which provides one explanation for the limited extent to which education for sustainability is evident in universities., – There is little information about PD activity in universities generally, and especially in Australia. This research provides a starting‐point investigation into activity that may have been missed by the research. More importantly, it provides a base for the exploration of PD programs that will be the most effective and efficient in facilitating education for sustainability.

107 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K-12 students, and society at large shared learning opportunities.
Abstract: Purpose – The purpose of this paper is to describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K‐12 students, and society at large shared learning opportunities. The goals and application of the STEM curriculum will be discussed.Design/methodology/approach – The STEM integrates the sciences, arts and aesthetics, and the university with the greater New Britain community, and beyond. Academic areas included geography, environmental science, communication, art history, aesthetics, and teacher education. The transdisciplinary methodology was integrated in a learner‐centered design. To achieve a cycle of community engagement regarding sustainability, university students were placed within the greater New Britain community. This included interaction with K‐12 urban public schools, the New Britain Museum of American Art (NBMAA), numerous nongovernmental organizations, state ...

107 citations


Network Information
Related Topics (5)
Higher education
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Teaching method
108K papers, 2.2M citations
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Experiential learning
63.4K papers, 1.6M citations
77% related
Sustainability
129.3K papers, 2.5M citations
76% related
Professional development
81.1K papers, 1.3M citations
76% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023377
2022796
2021505
2020675
2019631
2018607