Environmental Education Approaches Research Articles

Bibliographic review of articles on pedagogical practice of environmental education in schools

This article aims to identify pedagogical practices in the area of Environmental Education (EA) developed in Elementary Schools. We have carried out a bibliographical research of articles published in the last five years in national and international journals. Eight journals were consulted, one of them referring to Geosciences Teaching, four of them referring to Science Teaching and three specifically about Environmental Education taking all the numbers published between 2013 and 2017. In those journals, thirteen articles were selected that presented some relation to our research focus, and these were described and characterized in relation to the School Level, Thematic Area, Methodological Approach and Macro tendency of Environmental Education. In the set of papers analyzed, there was a predominance of papers focused on the Elementary Education Level, for the Thematic Area of Environmental Education and Pragmatic macro tendency. In relation to the Methodological Approach, we identified works on environmental conceptions, proposing seminars on sustainability, analysis of pedagogical practices in Environmental Education, among others. We have identified that although there are many studies focusing on Environmental Education in schools, none of them are concerned with the proposals of Government Organizations for Environmental Education in Environmental Education, the focus of our Master's research, which justifies its development.

Challenges of Environmental Education: Inculcating Behavioural Changes among Indigenous Students

The purpose of this study was to identify the challenges encountered by teachers in teaching and learning of environmental education and the proposed solutions for cultivating positive behavioural changes among indigenous students. The study was conducted among teachers from 12 primary and secondary indigenous schools in the state of Pahang, Malaysia. This qualitative study used semi-structured interviews to collect data from the teachers. Based on the findings, two challenges in implementing environmental education in indigenous schools were identified: 1) challenges arising from the teachers and 2) challenges from the indigenous students themselves. Teachers were challenged by time constraints, heavy workload, poor teaching aids, unavailability of manual/handbook, and the lack of support from the school administrators. In contrast, the challenges from the indigenous students come from their lack of environmental awareness, hygiene problem, low self-confidence and problem in learning. The identified challenges can be addressed by teacher’s competency in integrating environmental education and creative teaching approaches based on the ability of the indigenous students as well as support from the relevant stakeholders.

Content analysis on the orientations of place-based/outdoor environmental education

“The child in the nature is an endangered species and the health of children and the health of the earth are closely linked.” R.Louv. The changing lifestyle and advancing technology have influenced people both in their perception of nature and their relationships with nature; the relationship between nature and human has almost reached the point of breaking. This has led to the increasing environmental problems of today and a process that negatively affects the human being both psychologically and physiologically. The United Nations based its 2017 environmental agenda on ‘’Connecting People To Nature’’. From this point the purpose of this study is to conduct a content analysis for examining the progress of the last 5 years of Place-Based/Outdoor Environmental Education, which is an important and effective environmental education approach in the sense of solving environmental problems as well as re-establishing the link between human and nature and educating healthier and more environmentally friendly individuals, and to analyze the dimensions like methodology, subject area, data collection, data analysis etc.As a result of the survey, the results of scanning and screening on the scopus database in the PlaceBased/Outdoor Environmental Education areas were examined. Most research was done in the USA with 19; Most of the work is produced in 2014 with 15; the highest number of publications were published at Edinburgh University and in Environmental Education Research magazine. The most commonly used keywords are 'Environmental Education' while '' Outdoor Education '' follows it. While studies were generally written in English, studies were mostly carried out in the field of social sciences and then in the field of environmental sciences; It has been determined that mostly the SPSS analysis program and the likert scale data collection tool used. Keywords: Environmental education, place- based environmental education, outdoor environmental education.

The Intergroup Context of Environmental Education and Approaches to Facilitate Collaboration

An exploratory qualitative study examined how collaborations are fostered between newly formed small groups, comprised of individuals holding distinct in-group identities and differing in status. The study context was the environmental education (EE) field known to represent subgroups of educators using unique practices. Participants were environmental educators in a small group in each of three U.S. states, aiming to create inclusive collaborative partnerships. Insights from social identity theory and intergroup contact theory guided the analytical framework. Results highlighted the collaborative potential between professionals representing two subgroups: established EE and a relatively unknown community-focused EE. Insights on the process suggested employing strategies that respected subgroup differences in EE approaches and discussed them openly, enabled understanding of complementary ways to achieve a shared goal. Status differences between the subgroups seemed to influence how members of each group approached the partnership. Implications for using inclusive efforts to bring people together from diverse backgrounds are discussed.

The Adequacy of Environmental Education Techniques and Strategies Employed in Uluguru Mountains Hotspot

Various studies about the environment consider different factors as sources of environmental deterioration. Such studies have not paid much attention on education as the remedy for environmental sustainability. Other studies have rarely considered environmental education approaches as the reason for lack of success in environmental education arrangements. This research had a focus on the adequacy of environmental education approaches, techniques and strategies employed in Uluguru Mountains in Morogoro. Social constructivist theory by Vigortsky (1958) was employed while case study research design and qualitative approach were deemed important for this research. Data collection was done by using interview and Focus Group Discussion methods. Objectives of the research were to: investigate adequacy of Environmental Education content, methods, awareness as well as the use of indigenous environmental knowledge. The findings show that, environmental education methods implemented in Uluguru Mountains are not satisfactory enough to improve environmental conditions. Again, indigenous knowledge has been less integrated into Environmental Education. Different environmental education methods need to be improved and integrated to create sustainable learning outcomes within Environmental Education. Keywords: Adequacy, Environmental Education, Approaches, Strategies, hotspot

Análise do processo participativo em projetos ambientais desenvolvidos em um bairro de Bauru/SP

Este trabalho buscou analisar a dimensão participativa em dois projetos ambientais que foram realizados em um bairro popular de Bauru/SP. Para a análise dos projetos ambientais, diante da diversidade de concepções e abordagens teórico-práticas de educação ambiental neles existentes, optamos pela fundamentação teórica inserida na vertente estabelecida como educação ambiental crítica. Assim, a análise e interpretação dos projetos delimitados tiveram o objetivo de contribuir para a dimensão participativa do processo educativo ambiental, buscando o aprofundamento da reflexão sobre alguns de seus princípios na perspectiva da educação ambiental crítica.

Environmental citizenship: What can political theory contribute to environmental education practice?

Environmental citizenship is a concept that captures one's imagination and adds credibility to the sustainability imperative. While environmental citizenship has been theorized at length, it is still unclear what such citizenship actually looks like in practice or by which methods it can be cultivated. Drawing form the literature in green political theory, this critical essay attempts to identify how we might create environmental education programs and approaches whose goal is to promote environmental citizenship. The essay argues for an environmental citizenship conceived along the civic republican tradition and civic environmentalism tradition, whereby individuals participate in working collectively toward the common good. Place-based education provides a compelling educational approach that provides promise toward cultivating such citizenship.

A influência cultural na prática da educação ambiental em duas escolas estaduais do Amazonas

A Amazônia é uma região dotada de importância estratégica em esfera global por seu imenso potencial natural e cultural, havendo uma grande preocupação por parte de todos em conserva-la. Nesse contexto, esse trabalho tem como propósito conhecer a dinâmica cultural dos educandos que se evidencia no contexto socioambiental, ou seja, como a cultura delineia a forma como o homem se relaciona com a natureza e como isso pode servir de base para a abordagem da Educação Ambiental no contexto escolar. O objetivo do trabalho foi identificar a influência da cultura na relação homem - natureza e na percepção socioambiental dos alunos de duas escolas públicas no Amazonas. Aplicaram-se questionários aos alunos da Escola A, situado em uma comunidade ribeirinha, e aos alunos da Escola B, situada na capital, Manaus. Observou-se que os alunos de ambas as escolas expressaram uma percepção socioambiental que sofre uma forte influência das culturas. A partir dessa constatação, conclui-se que a reconfiguração da relação homem - natureza se constitui um grande desafio para os educadores, e saber adequar essas relações à prática da Educação Ambiental torna-se um importante potencial na busca pela sustentabilidade do planeta.

Thematic Interpretation Approach in Environmental Adult Education

Sarawak, a state of Malaysia has 30 national parks, six wildlife sanctuaries and eight nature reserves with 15 of the totally protected areas opened to the public. The national parks, nature reserves and wildlife centres draw tourists who are attracted to the nature for inspirational, educative, cultural and recreational purposes expecting a degree of adventure thus generating income to the local communities. As impact of tourism could degrade natural non-renewable resources, an environmental education for the park guides was included in the syllabus of the Certificate in Park Guiding in Sarawak's National Parks and Nature Reserves conducted by Universiti Teknologi MARA the training provider for Sarawak Forestry designed toward reflective-learning, experience and reflection based on thematic interpretation. The initiative is to enhance their professionalism by improving their awareness, sensitize them to environmental issues, and care about the places. The purpose of this study is to elucidate the effectiveness of learning Ecology using thematic interpretation approach and integrating their traditional ecological knowledge, local ecological knowledge and conventional science from the park guide perspective as adult learner. An analysis of the effectiveness of the course from indicated that all participants regardless of educational background, experience in terms of number of years in guiding and age showed significant differences. Although there was no significant correlation between written and practical assessments, there was a strong correlation of thematic interpretative skills and their cultural background and experiences rather than their educational qualification level.

The project-based learning approach in environmental education

The purpose of this study is to investigate the effect of project-based learning on students’ attitudes toward the environment. In the study that was performed with 39 students who take the “Environmental Education” course, attitude changes toward the environment were investigated in students who developed projects on environmental problems. A mixed-method explanatory design was used to flesh out study results. After being informed about basic environmental concepts and project-based learning, students engaged themselves in group work to develop projects regarding environmental problems. The developed projects were presented with the aim of informing students. According to research results, although a significant gender difference in environmental attitudes was not found, project-based learning had a positive effect on students’ environmental attitudes. Students defined project-based learning use in environmental education as an approach that is beneficial, enhancing creativity, encouraging research and providing permanent learning. Students believed this practice helped them define environmental problems more clearly and take on more active tasks in the solution process.

The problems with a ‘fact’-focused approach in environmental communication: the case of environmental risk information about tidal flat developments in Japan

One of the main approaches used in communicating environmental issues to citizens is conveying ‘factual’ information about a particular environment. However, despite previous research and recommendations made by critical environmental educators, there still seems to be a belief that the more ‘factual’ information one can convey, the more citizens will become aware of the issue, and this will prompt them to change their behaviours. In this article, I will argue that continuing with a ‘fact’-focused practice in Japan and elsewhere could be problematic for three key reasons: (1) it ignores diversity in the ‘facts’ provided to people; (2) it reinforces the ‘hierarchy of knowledge’; and (3) it ignores the ‘myth of nature’ among information receivers and senders. Key recommendations for incorporating a critical environmental education approach include utilising locally available environmental information on contentious environmental issues; investigating particular terminology used and missing information (including tacit knowledge); and encouraging critical learning about statistics and pictorial representations.

Children Drawing: Interpreting School-group Student's Learning and Preferences in Environmental Education Program at TanjungPiai National Park, Johor Malaysia

The aim of the study is to analyze children's drawings on their environmental learning experiences and preferences of a one day Environmental Education program at TanjungPiai National Park (TNTP) in Johor, Malaysia. Research participants were among primary school students who joined the program. The students are representing two demographic groups of either, rural or urban children. Students were asked to draw on one of their most preferred environmental learning activities during the program; their subjected learning; as well as portraying the character of the learning environment. Their responses were analyzed through two analytical perspectives of interpreting children's drawings within the context of the children's obtainable knowledge and the children's preferences of outdoor environmental education approach adapted throughout the EE program at TanjungPiai National Park, Malaysia. Findings of this study suggested a significant positive relationship between children's level of environmental learning among urban children and their preferences in particular towards outdoor physical and cognitive interpretations within active environment.

Encouraging ecological behaviors among students by using the ecological footprint as an educational tool: a quasi-experimental design in a public high school in the city of Haifa

The aim of the current study is to explore whether the ecological footprint is an appropriate tool for encouraging ecological behaviors in students. In the quasi-experimental research that we conducted, four classes from one of the public high schools in the city of Haifa (N = 130) participated in an environmental education (EE) program (intervention program) based on the theoretical and practical aspects of the ecological footprint and the action competence approach in EE. Two classes (N = 70) constituted a control group. Ecological worldview (EW), perceived behavioral control (PBC), behavioral intentions (BI), personal norms (PN), pro-environmental behavior (PEB), and self-reported behaviors were measured by means of questionnaires completed by the students in their classes before and after the intervention program. The results show statistically significant differences between the experimental and the control groups in the variables PBC, PN, and BI. However, no statistically significant differences were revealed in EW and PEB. The results indicate that incorporating the ecological footprint as an educational tool in high school might yield some predictors of PEB.

Integrated environmental education for sustainable forest management: the case of Nandi Hills Forests, Kenya

Environmental education (EE) is a vital dimension of modern day acumen that portends a great promise in solving the myriad environmental resource management challenges at global, regional and local levels. A study was carried out in 18 locations in the Nandi North, Nandi South and Nandi Hills districts of Kenya, which cover the Nandi Hills and Nandi Forests in Nandi County, major water catchments for Lake Victoria. A mixed methodological approach, incorporating both qualitative and quantitative data obtained from focus group discussions, key informant interviews, household survey and observations was embraced in data collection and analysis. The study reveals that there are several strategies that have been adopted by the local population and institutions involved in the management of the Nandi Hills Forests (NHFs) and that these strategies have contributed to an improvement in the perceptions of the local population in terms of the importance of environmental management of the forests. This paper highlights EE as a vehicle for ensuring a sustainable management of the Nandi Hills Forests. As such, it illuminates the great potential that lies in sustainably managing the NHFs by integrating formal and informal EE approaches. It further points out the functional gaps in the management of NHFs and proposes best-practices that could be adopted and/or domesticated in NHFs management regimes.

Educação ambiental e preservação da biodiversidade: relato de um estudo de caso com a fauna pantaneira

Environmental Education is a right guaranteed by the law and nowadays, a subject that is far from the Basic Education in Brazil. At the same time that the world's population grows really fast, it grows the necessity of making responsible environmental practices in people's routine. Over many years the Biology teaching hasn't been contextualized as it should be, in this way the learning process hasn't been effective for the student. In this way, we tried to search the importance of the Environmental Education approach having a questionnaire. The application of a questionnaire using native species of wetland wildlife and exotic species, showed that the percentage of accuracy for native was only 37% while for exotic species, especially in Africa, this percentage exceeds 80%. The preservation of our biodiversity depends on the massive development of an environmentally conscious generation in a way that we can reach the level of awareness and environmental education is considered a key element in the process.

Práticas de educação ambiental: breve diagnóstico em organizações militares do exército brasileiro

Este trabalho teve por objetivo diagnosticar como a Educação Ambiental (EA) vem sendo desenvolvida no Exército Brasileiro. A abordagem utilizada foi a qualitativa. Foram selecionadas 52 unidades, de forma não probabilística e por conveniência. O instrumento de coleta de dados foi um questionário com perguntas abertas, enviado às organizações militares no segundo semestre de 2009. A análise dos dados deu-se por meio da análise de conteúdo. Pode-se constatar que as atividades de EA mais mencionadas foram: palestras, instruções ou reuniões; a preocupação com o lixo, rejeitos, reciclagem e uso dos recursos naturais; o plantio de mudas, proteção de áreas verdes e instrução de combate a incêndios. Entretanto, a maioria destas de caráter pontual e descontínuo, o que caracterizou uma EA de enfoque conservacionista. Apenas nos Colégios Militares, observaram-se ações que privilegiavam as ações contínuas e contextualizadas, no sentido de uma EA crítica, transformadora e emancipatória.

A gestão do conhecimento na educação ambiental

A informação e o conhecimento são recursos da educação ambiental (EA) que podem ser desenvolvidos pela gestão do conhecimento (GC). O objetivo do artigo é propor medidas de criação do conhecimento (CC) na melhoria dos resultados da EA. Este estudo é baseado na pesquisa bibliográfica sem verificações empíricas, portanto, tem seus resultados limitados pelo recurso metodológico do ensaio teórico. No entanto, tal limite é o maior estímulo para pesquisas futuras que poderão investigar as aproximações da EA com a GC e o processo de criação do conhecimento (PCC) em investigações empíricas. Como resultados são apresentadas algumas sugestões de desenvolvimento dos requisitos do PCC aos programas de EA: como, a possibilidade do processo SECI desenvolver melhor vários aspectos da educação ambiental como o aprendizado social, as atividades de interação, o diálogo, a troca de experiências, informação e conhecimento, e das diferentes idéias e maneiras de agir, realizadas pela EA e; a possibilidade do Ba desenvolver um espaço propício para a criação de novos conhecimentos ambientais. O artigo traz contribuições acadêmicas à GC ao proporcionar maior discussão e entendimento sobre o PCC; à EA ao possibilitar uma visão diferente embasada no trabalho da informação e do conhecimento sobre os processos pedagógicos desta; sociais ao contribuir com os programas de EA, melhorando suas práticas e, conseqüentemente, contribuindo com um desenvolvimento econômico ecologicamente sustentável.

Developing a community of thinking: assessment of environmental education

This paper discusses an oral assessment intervention in environmental education at two tertiary institutions in South Africa. A qualitative study grounded in a social constructivist framework, the inquiry locates learning and assessment of environmental education based on practical activities and first‐hand experience within the framework of situated learning, and explores processes of constructing and assessing knowledge within the learner's community of practice. The paper focuses on how communities of practice can be used as a possible learning approach in environmental education to address the diversity and challenges of classrooms, and on the efficacy of oral assessments structured to encourage thinking through dialog in such settings.

Mapping Environmental Education Approaches in Finnish Art Education

Mapping Environmental Education Approaches in Finnish Art Education

Theatre of rural empowerment: the example of Living Earth Nigeria Foundation's Community Theatre Initiative in Cross River State, Nigeria

About 60% of Nigerians live in rural areas with poor access roads and health facilities, near-absent communication media, unemployment, alienation and disempowerment by the political leadership. This scenario has excluded the rural Nigerian from meaningful participation in development action. A bottom-up participatory approach to development/advocacy was used in this project to empower the rural people through strengthening their communication skills and action competence to embark on meaningful development projects. The project was executed under the auspices of Living Earth Nigeria Foundation's (LENF) Community Theatre Initiative. In Cross River State, the project trained, established and empowered community-based theatre groups in six rural communities, using a modified variant of Theatre for Development methodology. These community-based groups became the arrow-heads for local development. Post-evaluation results have shown a people hitherto timid and apathetic, waking up to articulate their problems and charting a course towards overcoming them. It also proved community theatre as the most popular of all environmental education approaches. The Project led the communities to witness dramatic changes as local energy and creativity were unleashed and harnessed for the development of the rural communities in different ways. There were also positive behaviour changes and a questioning attitude to traditional practices and governance. These results were achieved not through the conventional packaging of theatre for rural people but by equipping them with requisite histrionic, production and management skills to develop and practise their own culturally relevant theatre based on identified local problems.