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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.


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Journal ArticleDOI
TL;DR: In this paper, the authors trace the history and progressive development of environmental education and education for sustainable development (ESD) in Sweden and Denmark, focusing on work in primary and lower secondary schools as part of a search for trends of international interest related to the conceptualisation and practice of Environmental education in both countries, as well as the role and significance of democratic perspectives to their development.
Abstract: Our paper traces the history and progressive development of environmental education and education for sustainable development (ESD) in Sweden and Denmark. Our main focus is on work in primary and lower secondary schools as part of a search for trends of international interest related to the conceptualisation and practice of environmental education and ESD in both countries, as well as the role and significance of democratic perspectives to their development. Traditionally, Sweden has a more centralised approach to change compared to a more decentralised approach in Denmark. Accordingly, the interplay between the State, the individual and private initiatives has differed over the past half‐century, and this has given rise to interesting effects on the development of environmental education as well as ESD. The discussion of their development in Sweden draws on historical, political and organisational perspectives, while for Denmark, we focus on how these perspectives relate to a series of challenges; for ex...

92 citations

Journal ArticleDOI
Noel Gough1
TL;DR: This paper argued that the characteristic discourses of much contemporary science and environmental education rarely encompass the narrative complexities that are needed in order to make problems of human interrelationships with environments intelligible (and thus, amenable to resolution) and conceptualize postmodern scientific understandings of nature and reality.
Abstract: In this paper science education and environmental education are considered as story‐telling practices and the narrative strategies used by educators in these fields to represent and problematize human transactions with the phenomenal world are critically examined. It is argued that the characteristic discourses of much contemporary science and environmental education rarely encompass the narrative complexities that are needed in order to (i) make problems of human interrelationships with environments intelligible (and, thus, amenable to resolution) and (ii) conceptualize postmodern scientific understandings of ‘nature’ and ‘reality’. It is suggested that these problems and concepts are modelled more appropriately‐and interrogated more critically‐by much literary fiction, especially the complex and complicating textual strategies of postmodern science fiction. I thus argue that critical readings of science fiction texts should be integral to both science and environmental education and that the narrative s...

92 citations

Journal ArticleDOI
TL;DR: In this paper, the authors focus on the relationship between development education/global education and education for sustainability, and the current challenges for the implementation in practice, for the conceptual debate, and for the research agenda in the field of global education are outlined.
Abstract: This article focuses on the relationship between development education/global education and education for sustainability. A short introduction describes the current use of the term ‘global education’ and the different groups working and competing within this area in the development field. In the first part, the history of the concept of ‘global education’ is outlined. The authors describe the conceptual shifts from Third World pedagogy to development education to global education. In the second part, the current conceptual debate within the global‐education discourse itself is described. The relationship between the concepts of global education and education for sustainability is reflected on in the third part. Finally, the current challenges for the implementation in practice, for the conceptual debate, and for the research agenda in the field of global education are outlined.

92 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore the extent to which culture and the school ethos with regards to the environment have an effect on the formation of environmental knowledge, perceptions and attitudes in young children.
Abstract: Lack of education is one of the largest obstacles to development. If people do not know what things are harmful to the environment, how can they respect it? Schools play an important role in the formation of positive attitudes towards the environment in young children. In this paper we analyse some possible reasons of influencing the environmental knowledge and perceptions of English and Mexican school children (aged 7-9). Differences are considered in turn of: the role of national policy, and classroom practice. Children were from eight schools with different environmental ethos. We explore the extent to which culture and the school ethos with regards to the environment have an effect on the formation of environmental knowledge, perceptions and attitudes in young children. A brief description of the most significant changes with regards to environmental issues in the educational systems of England and Mexico is presented. The similarities and differences among the two countries are highlighted. Results r...

92 citations

Journal ArticleDOI
TL;DR: In this article, the authors provide an overview of findings from the decision sciences and behavioral decision research to highlight some of the most common impediments to high-quality decision making in environmental education.
Abstract: One of the fundamental goals of environmental education (EE) is to equip students with the skills to make more thoughtful decisions about environmental issues. Many examples of environmental and science education curricula work to address this goal by providing students with up-to-date information about a myriad of environmental issues from a variety of scientific disciplines. As noted by previous researchers in EE, an emphasis on scientific information, however, does not help to overcome many of the barriers to improved decision making. To help students become better environmental decision makers, educators must also work to incorporate lessons about decision making in conventional EE curricula. This article provides an overview of findings from the decision sciences and behavioral decision research to highlight some of the most common impediments to high-quality decision making. The authors end with suggestions for curriculum development that might help to improve students' decision-making skills regard...

91 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023377
2022796
2021505
2020675
2019631
2018607