Environmental Education Experiences Research Articles

Science Education for Environmental Education? Primary Teacher Perspectives and Practices

AbstractThis article presents the results of a survey of primary managers and teachers to assess the relationships between experience, attitudes and practice in science and environmental education. Analysis, from a concerns theory perspective, shows that science, by virtue of its high National Curriculum status, has progressed to collaborative and refocusing concerns with substantial management support, whilst environmental education, in spite of perceived importance, remains at the status of personal concerns, due to insufficient pragmatic management support and pressure to cover National Curriculum subject content. Four broad groups of attitudes towards science and environmental education are identified which highlight the relationship between experience, attitudes, practices and views of science and corresponding practices and attitudes relating to environmental issues and education. The significance of this to science and environmental education is discussed.

Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators, Field Study Centers, and Schools

Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Australia. It was devised to enhance the experiences in environmental education for all participants, and at the same time make efficient use of human resources.

Ecotourism as Experiential Environmental Education?

Ecotourism as Experiential Environmental Education?

The Teacher's Perspective of the Resident Environmental Education Experience

Abstract Teachers participating in a resident environmental education program were asked their views on a number of subjects, including what they saw as personal benefits and drawbacks to participation in the program, training and support needs, and what role they felt environmental education played in the school curriculum. The results indicate that teachers feel that environmental education is an important part of the school curriculum, that they personally gain from participation in the resident program, and that they desire more in-service training and lesson plan support. A disturbing result revealed that many of the participating teachers do not feel that teaching environmental education is their responsibility.

Tallebudgera: A First Experience in Environmental Education

Tallebudgera: A First Experience in Environmental Education

Educação ambiental, investigação-ação e empowerment: estudo de caso

Este artigo trata do relato de experiência de educação ambiental em que a Universidade de Brasília, junto com uma comunidade rural, tem lutado pela preservação da cachoeira do Morumbi, Planaltina, DE Caracterizando- se como um trabalho de educação popular, as ações têm sido pautadas por uma concepção dialógica entre seus integrantes, voltando-se para uma ação transformadora da realidade. Nesta trajetória, porque desempenharam papel de investigadores ativos e críticos, planejando e debatendo as ações e suas consequências, os próprios moradores que participaram do processo através da Associação de Moradores passaram a conhecer mais sobre a própria história do seu loteamento. Tomaram, então, ciência da legislação ambiental de uso do solo, identificaram as instâncias apelativas para esse tipo de litígio, e explicitaram as contradições que se achavam latentes no seio da própria estrutura organizacional da comunidade.