Environmental Education Center Research Articles

An environmental and sustainability education center in Israel as a “street-level policy entrepreneur” for promoting teachers as change agents for sustainability

Contemporary society needs teachers who are motivated and equipped to function as social change-agents and policy entrepreneurs for sustainability, including education for sustainable consumption, which is targeted as one of the 2030 SD goals to transform consumption patterns and cultural attitudes and norms regarding consumerism. This case study explored: how an environmental and sustainability education center in the largest waste treatment facility in Israel manifests its role as a social change-agent and street-level-policy-entrepreneur (SLPE) for sustainability in its teacher professional development (TPD) programs and their impact on developing these attributes in K-9 teachers. Semi-structured in-depth interviews and focus groups were conducted with the educational center’s senior staff and with 19 K-9 teachers who participated in PD programs. Policy documents and PD curricula supplemented information on the center’s educational vision and how it translates into content and pedagogies. Findings indicate that the center’s educators function as SLPEs. The TPD impact on teachers is partial but notable, with greater effect in cultivating change-agency competencies among kindergarten and elementary-school teachers compared to middle school teachers. Findings highlight the necessity of PD programs to address the different needs and challenges confronting teachers of different age-level students.

Performance Assessment via Post-Occupancy Evaluation of an Environmental Education and Ecotourism Center Based on Employees' Experience

Performance Assessment via Post-Occupancy Evaluation of an Environmental Education and Ecotourism Center Based on Employees' Experience

Reflection on the Implementation and Operation of the Anhanduí Ecological Park - Anhanduí Environmental Education Center in Campo Grande/MS

In facing urban expansion, actions were necessary, such as creating Urban Parks and Environmental Education Centers (CEAs), making them a reality in contemporary Brazil. In Campo Grande (MS), the public power created four CEAs in the 2010s, located in Linear Parks (Urban Parks), spaces rich in water sources, local flora, and fauna. This research aimed to identify the guidelines for implementing and operating the CEA Anhanduí and analyze the participatory activities advocated by the Municipal Environmental Education Program (PMEA) according to the current conservationist Environmental Education. The research found that the CEA has a physical structure, appropriate equipment, and a multitasking manager, but it still does not have a Pedagogical Political Project and a Sustainability Plan.

Detection of Protoparvovirus in wastewater and human adenovirus in a green leafy vegetable in an Environmental Education Center in southern Brazil

Abstract The presence of coliforms, Mastadenovirus (AdV), and Canine protoparvovirus (CPV) in an Environmental Education Center, which contains city kennel, was investigated. Surface water and wastewater, dogs’ stool, and lettuce samples were collected from the irrigation system in both periods October 2017 and February 2018. Water samples were analyzed for the presence of human AdV (HAdV) and canine AdV (CAV), CPV, total coliforms (TC), and Escherichia coli; lettuce for AdV; and dog stool for CAV and CPV. Sixty-seven samples were analyzed: dog stool (n = 33); water (n = 10), and root, stem, and leaf (n = 24) originated from eight lettuce samples. Coliforms and E. coli were tested by Colilert and viruses by PCR assays, respectively; and the amplicon was sequenced. E. coli, TC, and viruses were detected in both collections. Viruses were detected in 34.3% of samples, of which HAdV-C was present in 13% of water samples; HAdV-E in 8.7% (water and lettuce); CAV-1 in 13% (dog stool and water); CPV-2a in 56.5% (dog stool). Raccoon CPV-like and AdV not characterized were detected in one wastewater samples and one dog stool, respectively. To our knowledge, this is the first description of the presence of Raccoon CPV-like in water and HAdV-E in lettuce in Southern Brazil.

The Development Strategy of Environmental Education Center (PPLH) Seloliman in Mojokerto Regency, East Java

The Environmental Education Center (PPLH) Seloliman is a place for environmental education for students, teachers and the public who can learn and interact directly with the actual state of nature. The development of PPLH Seloliman has a very important role in the success of environmental education. This study aims are to analyze internal and external factors for the existence of PPLH Seloliman, analyzing the strategic position of PPLH Seloliman development, and developing alternative strategies for developing PPLH Seloliman. Survey methods and analysis of Strength-Weakness-Opportunity-Threats (SWOT) were carried out in this study. The result showed there are seven strength variables and three weakness variables on internal factors, six opportunity variables and three threat variables on external factors. The strategic position of PPLH is in quadrant I, an aggressive management strategy by taking advantage of strengths and opportunities. Alternative development strategies for PPLH Seloliman that are generally identified are collaboration with relevant ministries (Ministry of Tourism and Creative Economy, Education, Culture, Research and Technology, and Ministry of Environment and Forestry Ministry), private institutions (tourism travel service bureaus and mass media), and academics in terms of adding media innovations to support environmental education at PPLH Seloliman.

Zn-Pb Dumps, Environmental Pollution and Their Recultivation, Case of Ruda Śląska-Wirek, S Poland

This article describes the results of a study on the Zn-Pb heap, which is located in the center of the city of Ruda Śląska. The heap dates back to the 19th century but was rediscovered in the 21st century and abandoned. Located in the center of the city, it is eroded and contributes to the spreading of pollutants. The authors performed a study on the components of the dump using microscopic observations and geochemical analyses. The results indicate that the components of the heap are mobile, mainly due to the infiltration of meteoric waters affecting the contamination of soils and plants. The present work is devoted to a review of the state of the environment in the area of the heap and a proposal for its reclamation by covering it with an isolation layer or moving it to a protected place away from the city center. It is possible, in the future, to build an Environmental Education Center, for education and the monitoring of enrivonmental problems in Upper Silesia.

PERFORMANCE MANAGEMENT OF PEKANBARU ENVIRONMENT AND FORESTRY EDUCATION AND TRAINING CENTER (BDLHK)

The Environmental and Forestry Education and Training Center (BDLHK) Pekanbaru as a technical implementing unit has the task and function of providing forestry education and training. In carrying out its duties and functions, BDLHK Pekanbaru still experiencing several forest problems in its working area, education and training has not become an employee career system, the results of the Identification of Training Needs (IKD) have not been able to provide accurate information and the capacity of widyaiswara to carry out teaching activities at certain trainings especially in terms of dealing with the latest issues is still limited. The purpose of this research was to analyze the performance management of BDLHK Pekanbaru and to find out the inhibiting factors. This research uses the performance management theory proposed by Edward Deming which consists of planning, implementation/action, and reviewing. This research uses a qualitative research type with a descriptive approach. The results of this research indicate that the Performance Management of BDLHK Pekanbaru is not running optimally, this can be seen in terms of planning, implementation and monitoring. The obstacles by BDLHK Pekanbaru are the limited capacity of education and training management personnel, adaptation of new patterns in the implementation of education and training also budget recofusing.

Ixodid diversity and detection of spotted fever group Rickettsia spp. in ticks collected on birds in the Brazilian Atlantic Forest

The Brazilian Atlantic Forest helds one of the most diverse and unique avifauna in the world. Many vertebrate species are reservoirs of tick-borne pathogens, and birds are an important group among them due to their mobility which facilitates the dispersion of ticks and the infectious agents they carry. This study brings data on the tick diversity parasitizing birds and the molecular detection of Rickettsia spp. in these arthropods. Birds (n = 773) were captured, identified, and banded at Mata do Paraíso Research, Training, and Environmental Education Center located in Viçosa, Minas Gerais, Brazil. Birds were checked for the presence of ticks, which were individually collected, identified, and molecularly processed through Polymerase Chain Reaction (PCR) for the detection of Rickettsia spp. A total of 130 individuals were infested by ticks, and 479 tick specimens were collected, showing a seasonal distribution of the life stages throughout the year. Ticks were identified as Amblyomma longirostre (59/479); Amblyomma calcaratum (20/479); Amblyomma varium (3/479); Amblyomma sculptum (2/479) and Amblyomma spp. larvae (395/479). Seasonal distribution of the life stages of ticks was observed along the year and significant negative correlations were found between temperature and collected ticks and temperature and infested birds. From the evaluated samples of ticks, 25.44% (n = 43/169) scored positive for Rickettsia spp., and sequence analysis indicated high nucleotide identity with Rickettsia rhipicephali, R. massiliae, R. africae and R. honei marmionii. The potential for dispersal of ticks by birds added to the aggressiveness of species of the genus Amblyomma and the zoonotic potential of some species of Rickettsia are quite worrying when we consider that the study area is widely attended by students, researchers, people from the city and neighboring municipalities.

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

Given the environmental issues that today’s societies confront, such as climate change, waste management, ecosystem deterioration, etc., environmental education is becoming increasingly important. Adoption of environmental education as an integral part of the educational system is required for the Environmental Education Center (EEC) to be able to provide knowledge, skills, and values so that society can become active and environmentally responsible through awareness-raising. According to the scholarly published research, EECs can positively affect local communities and create an environmentally friendly culture. In addition, given that EECs can even play a significant part in the development of lifelong learning activities at the education and sustainable development nexus, it is considered critical to establishing future potentials and dynamics. Thus, aiming to analyze EECs’ strengths, weaknesses, opportunities, and threats (SWOT analysis) within our complex and ever-evolving world, educators, students, and other fellow citizens in Cyprus and Greece participated in a survey in which they were asked to fill in a questionnaire, specifically developed for each group category. The findings of this study provide a deeper understanding of the implications arising as a result of effective environmental education absence, as well as the importance of a holistic approach through EECs. Moreover, it offers the research community a solid framework for future innovation in citizen engagement and training.

Ball State University Opens New Environmental Education Center

Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.

Investigating the relationships among students basic psychological needs, engagement, and environmental literacy at a residential environmental education center

We explored the relationship between the fulfillment of students’ psychological needs of competence, autonomy, and relatedness; student engagement; and student outcomes related to environmental literacy at a residential environmental education (EE) center. We surveyed diverse groups of middle school students (N = 1,278) following the completion of 80 EE lessons delivered at the NorthBay Adventure Center to assess their self-reported levels of these basic psychological needs, engagement, and environmental literacy outcomes. A structural equation model supported our hypothesis that there is a positive relationship between the fulfillment of these psychological needs and student engagement, and that more engaged students report enhanced outcomes of environmental literacy. We also discovered that autonomy has a direct positive effect on student levels of environmental literacy, suggesting an important role for student autonomy. We discuss implications of these findings and the practicality of trying to fulfill student’s psychological needs of competence, autonomy, and relatedness.

맞춤형 환경의식 프로그램 만족도가 초등학생의 환경실천의식에 미치는 영향

The purpose of this study is to investigate the effect of satisfaction with the customized environmental awareness program using the experiential exhibits of the Climate Change Experience Education Center on the environmental practice awareness of elementary school students. In this study, 850 students from 5th to 6th grades of elementary school in Y city participated. The study results are as follows. First, it was surveyed that 751 people (88%) were satisfied with the environmental education satisfaction. Second, to the question of the will to practice, 690 people (81%) answered that they would do it. Third, satisfaction with environmental education was found to have a statistically significant effect on environmental awareness that raises the will to practice. Fourth, satisfaction with environmental education was found to be affected by the program and was found to be statistically significant. The final purpose of the Environmental Education Center is to increase practice through education, and it is analyzed that it is important to increase the will to practice by providing a program with high satisfaction when developing the program. It is hoped that this study will be used to increase satisfaction with the program rather than to expand the experience contents of the local environmental education center.

맞춤형 환경의식 프로그램 만족도가 초등학생의 환경실천의식에 미치는 영향

The purpose of this study is to investigate the effect of satisfaction with the customized environmental awareness program using the experiential exhibits of the Climate Change Experience Education Center on the environmental practice awareness of elementary school students. In this study, 850 students from 5th to 6th grades of elementary school in Y city participated. The study results are as follows. First, it was surveyed that 751 people (88%) were satisfied with the environmental education satisfaction. Second, to the question of the will to practice, 690 people (81%) answered that they would do it. Third, satisfaction with environmental education was found to have a statistically significant effect on environmental awareness that raises the will to practice. Fourth, satisfaction with environmental education was found to be affected by the program and was found to be statistically significant. The final purpose of the Environmental Education Center is to increase practice through education, and it is analyzed that it is important to increase the will to practice by providing a program with high satisfaction when developing the program. It is hoped that this study will be used to increase satisfaction with the program rather than to expand the experience contents of the local environmental education center.

맞춤형 환경의식 프로그램 만족도가 초등학생의 환경실천의식에 미치는 영향

The purpose of this study is to investigate the effect of satisfaction with the customized environmental awareness program using the experiential exhibits of the Climate Change Experience Education Center on the environmental practice awareness of elementary school students. In this study, 850 students from 5th to 6th grades of elementary school in Y city participated. The study results are as follows. First, it was surveyed that 751 people (88%) were satisfied with the environmental education satisfaction. Second, to the question of the will to practice, 690 people (81%) answered that they would do it. Third, satisfaction with environmental education was found to have a statistically significant effect on environmental awareness that raises the will to practice. Fourth, satisfaction with environmental education was found to be affected by the program and was found to be statistically significant. The final purpose of the Environmental Education Center is to increase practice through education, and it is analyzed that it is important to increase the will to practice by providing a program with high satisfaction when developing the program. It is hoped that this study will be used to increase satisfaction with the program rather than to expand the experience contents of the local environmental education center.

Desarrollo de herramientas tecnológicas didácticas para la implementación de un programa de educación ambiental no formal

In Mexico, environmental problems require the intervention of all sectors of society, higher education institutions are an important axis to develop a sustainable society aware of environmental care. The educational community is undoubtedly one of the key sectors in contributing to the improvement of environmental quality, both because of its responsibility in educating citizens and because of the influence it has on the rest of society. Technological tools are new forms of communication and information in both public and private spheres, and must be integrated into educational systems as a didactic resource choice, which is why this document presents a project to use technological tools as part of a non-formal environmental education program, which will serve as a means of learning for environmental awareness and education that allow the regional conservation of the thorny ecosystem, mainly of the reserve that is located in the Mario Molina Technological University Lagos de Moreno Academic Unit. For the selection of the material that the program will contain, 68 children between 6 and 15 years old were surveyed, of which 84% do not know that it is a nature reserve and 90% are unaware of the ecological reserves of Lagos de Moreno; That is why as part of this non-formal environmental education program, one of the tools generated was the design and development of a web page that serves as an environmental education center for the ecological reserve, where it is intended that the Laguense population know the only endemic ecosystem of this municipal head. Another tool that was carried out was the development of didactic software represented by games aimed at obtaining knowledge of the flora and fauna that exist in the thorny forest of the ecological reserve of the Technological Mario Molina Lagos de Moreno Academic Unit, as well as the diversity of other thorn forests in other regions and with this tool strengthen the learning and awareness process about thorn ecosystems.

Exploring the links between teaching approaches and student outcomes at a residential setting

In this case study, we used a mixed-methods approach to identify the characteristics of environmental education (EE) lessons most positively associated with students’ environmental literacy outcomes at one residential EE center in the U.S. Students attending residential EE programs spend multiple days participating in numerous lessons, activities, and experiences, resulting in perhaps more opportunities to enhance students’ knowledge, attitudes, skills, and behavioral intentions related to environmental literacy. To explore what teaching approaches were most effective at enhancing immediate student outcomes and to provide insights for practitioners, we observed 80 lessons, tracked 20 observable teaching approaches, and administered questionnaires to measure students’ self-reported changes in environmental literacy outcomes. Correlation analyses revealed four variables related to enhanced student outcomes: affective messaging, environmental issue-focus, relevance, and effective time management. Two variables, fact-based teaching and data collection, were negatively correlated with student outcomes. Linear regression analysis with these six variables resulted in a model explaining 34% of the variance in the environmental literacy outcome. We discuss these findings and share examples of each practice from our qualitative observations. We also discuss broader applications of our mixed methods approach for the field. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2022.2044454 .

Exploring factors that affect public acceptance of establishing an urban environmental education and recycling center

The reduction of waste amounts, mainly Municipal Solid Waste (MSW), has not been successful in many parts of Southern Europe, including Greece. Looking ahead, much more needs to be done and Circular Economy (CE) can address this challenge. Nowadays, emerged from the growing interest to boost ‘green’ growth in EU, CE and, by extension, waste management – an inherent element of CE – are issues that have become one of the EU's and Greece's main policy priorities. In accelerating the transition towards CE, the present study focuses on building environmental awareness. Upon the latter, the establishment of the first Environmental Education and Recycling Center in Greece is illustrated here as a best practice, in an attempt to explore the factors affecting acceptance to establish an additional center in Megara Municipality, close to Athens. Based on the above, a quantitative survey was carried out collecting questionnaires from 209 respondents. Although not completely representative of total population, the sample offers a good basis in order to study the factors that influence environmental awareness. Statistical analysis indicates how the establishment of an Environmental Education and Recycling Center in Megara depends on the (i) demographic profile data (age, monthly income, employment status), (ii) environmental consciousness, (iii) recycling habits and (iv) financial incentives. The empirical findings of this study also show that acceptance levels will increase with emphasis on the local development, by improving urban infrastructure and creating new jobs. Finally, according to the questioned sample, the old Megara Railway Station (OSE) is considered the appropriate area for the proposed Environmental Education and Recycling Center.

DEVELOPMENT OF FUTURE SPECIALISTS-ECOLOGISTS’ ENVIRONMENTAL COMPETENCE ON THE BASIS OF ‘ZERO WASTE’ PHILOSOPHY

Introduction. The article reveals the relevance and practical significance of forming environmental competence in the conditions of implementing the concept of sustainable development. Emphasis is placed on the fact that the current stage of developing the interaction between society and nature and changes in the Ukrainian educational environment require the definition of new strategic and tactical guidelines in forming future specialists-ecologists’ competence. Purpose. To reveal the peculiarities of using the philosophy of ‘Zero waste’ in the development of future ecologists’ environmental competence in the conditions of implementing the concept of sustainable development of the country and to develop recommendations for its implementation in the modern educational space. Methods. Theoretical (analysis, synthesis, comparison, generalization), empirical (methods of data collection and accumulation, description, development of practical recommendations). Results. Experience of successful practical use of waste-free technologies on the basis of ‘Zero Waste’ philosophy in the organization of the educational process through the activities of the environmental education centre ‘ECOHUB KREMENETS’ has been presented; optional educational components ‘Environmental lifestyle’, ‘Sustainable development strategy’, ‘Environmental literacy’, ‘Education for sustainable development’ have been introduced into the content of the curriculum; use of interactive forms of work based on subject-subject interaction and focused on practical application. Use of personally relevant and up-to-date information in combination with active teaching methods contributes to the implementation of ZW philosophy. Experience of applying the complex of interactive didactic means has been presented: educational tasks and problems, ecological board games, educational projects, videos and documentary ecological films and modelling of plot-role games. Originality. For the first time, the experience of implementing ‘Zero Waste’ philosophy in the educational activities of higher education institutions has been analyzed. Conclusion. The formation of environmental competence, in particular future specialists-ecologists’, is associated not only with the system of knowledge that students receive during training, but also with the organization of educational space in educational institutions, which should meet the principles of responsible consumption and promote the implementation of environmental style of behaviour. As the prospects for development of the problem there have been determined the need to study and promote the positive experience of domestic and international higher education and research institutions in order to improve the future professionals’ environmental competence in the conditions of implementing the concept of sustainable development.

“Looking garbage in the eyes”: From recycling to reducing consumerism- transformative environmental education at a waste treatment facility

Making people aware of the interconnections between personal consumerism and its environmental consequences is fundamental for motivating them to engage in more environmentally responsible consumption practices. This interpretive study, conducted in 2018, explored how transformative sustainability learning is implemented in waste education conducted at an environmental education center within the largest waste-treatment facility in Israel, and if it initiates a transformative process. Educators were selected since they serve as societal change-agents. Data were collected from learning plans developed by the center, observations, and interviews of participants (150) during and after their visit. Findings indicate that the educational intervention comprised a “key experience”, initiating a transformative process, and elicited a framework of characteristics for transformative waste education. In view of the role of consumer society in contemporary waste-related challenges, the principles emerging from this study may provide a model for other such centers, based on critical waste education that may motivate behavioral change.

Students' Changing Mental Models of the Longleaf Pine Ecosystem

There is a nationwide focus in science education in the United States on the ability of students to develop and use models. Using the Contextual Model of Learning that considers learning is inseparably bound to the context in which it occurs, this study looks at drawings of the longleaf pine ecosystem created by 293 4th Grade students prior to and again after their multiple day visits to an environmental education center in the southeastern United States. Using flora and fauna processes considered as indicative of the ecosystem by ecologists, seven distinct mental model categories were developed from student artifacts. Comparison of the pre to post-frequencies in each model demonstrate a statistically significant increasing level of sophistication in the mental models to more closely approximate the conceptual models of ecologists after participation in instruction at the Center. Progression to more sophisticated mental models was documented even when addressing these models and their development was not a direct intent of the instruction. These data also support the importance that context can play in the learning of ecological concepts and the significance of including informal experiences to the formal K-12 curriculum.