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 paper, the effect of gender and enrolment on environment-related courses on students' perceptions of sustainable development and changing life styles was examined in a study of 823 students from three faculties of Middle East Technical University (Ankara) in Turkey.
Abstract: How can universities realise their powerful role in dealing with issues of environmental degradation, education for sustainability and changing life styles? Being a developing country and having young people amounting to one-third of the total population, it is a very important challenge to help especially the young in Turkey to recognise the social, economic and cultural dimensions of the environment in order to achieve a sustainable future. Thus, this study aims at investigating university students' perceptions of sustainable development and changing life styles and examines the effect of gender and enrolment on environment-related courses. A total of 823 students from three faculties of Middle East Technical University (Ankara) participated in the study. Data were obtained by administration of a modified version of Environmental Attitude Scale and analysed by two-way Analysis of Variance (ANOVA). The results revealed that while there was a statistically significant mean difference between boys and girl...
91 citations
TL;DR: In this paper, the authors present a model for the analysis of business schools as creators, disseminators, and adopters of knowledge on environmental management, based on which a review of the importance of higher education institutions for sustainability, and more specifically, about their relevance for the creation, diffusion, and adoption of knowledge in environmental management is performed.
Abstract: Purpose – The purpose of this paper is to present a model for the analysis of business schools as creators, disseminators, and adopters of knowledge on environmental management.Design/methodology/approach – A review of the importance of higher education institutions for sustainability, and more specifically, about their relevance for the creation, diffusion, and adoption of knowledge on environmental management is performed. Guided by this reflection, a model for analyzing the contributions of business schools for expertise in environmental management is proposed. This model considers that activities such as teaching, research, extension community, and university management are elementary for these schools. For each addressed topic, empirical evidence on how some business schools and universities are addressing the environmental dimension in its activities is presented.Findings – The paper's discussions lead the reader to a draft of the evolutionary stages of business schools' contribution for environment...
91 citations
01 Jan 1994
91 citations
TL;DR: In this article, the authors compare and contrast the discourse and interactions of two teachers during three parallel environmental science lessons in an urban middle school to gain a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community.
Abstract: In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. 2004 Wiley Periodicals, Inc. J Res Sci Teach 00: 00-00, 2004
91 citations
TL;DR: The article first introduces PISA 2006, and then provides a general overview of results and a discussion of students’ science competencies and attitudes relative to environmental and resources issues, as well as educational policies for science education programs and teaching practices.
Abstract: In today’s world, scientific literacy has become essential to full participation of citizens. Certainly, important components of scientific literacy include resource use and environmental quality. The 2006 Program for International Student Assessment (PISA) centered on scientific literacy and included resources and environments as two contexts for the test and student questionnaire. The article first introduces PISA 2006, and then provides a general overview of results. Using two released units from PISA 2006, I then turn to results and a discussion of students’ science competencies and attitudes relative to environmental and resources issues. The article concludes with a discussion of educational policies for science education programs and teaching practices.
91 citations