Abstract
Environmental education (EE) is a problematic field in teacher education for many reasons. First, there is no consensus about its central concepts. Second, environmental education emerged as a response to environmental problems. Environmental educators do not agree on what are real environmental problems and what are exaggerated fears. For many educators, global warming is a serious environmental problem, but for those who view it in a geological perspective of long-term climatic change, it is not such a problem. When teachers are provided with the possibility of sharing problems of EE and building knowledge collaboratively with university experts, what do they do? What kind of problems do teachers regard as important? What kinds of problems do the university experts regard as important? These questions were investigated through the use of a database program called Knowledge Forum®. Knowledge Forum®is a shared virtual environment for collaborative knowledge building. This article analyses the use of the database in the 1st year (September 2000–September 2001) of the Organisation for Economic Cooperation & Development Environment and School Initiativesproject on the theme of ‘Learnscapes, Ecoschools and Teacher Education’. The results are discussed in the context of international research and development in collaborative knowledge building for promoting European environmental education in teacher education
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of Information Technology for Teacher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.