National Environmental Education Research Articles

The Current Status and Improvement Plan of Environmental Education Program in Relation to Climate Change in the Seoul Metropolitan Area

This study was to conduct a literature review and a theoretical study on 95 environmental education programs currently being run in the metropolitan area and obtained Environmental Education Program Certification of Ministry of Environment. First, the suitability of the environmental education programs was analyzed in terms of the following criteria which the Second National Environmental Education Master Plan propose: strengthening environmental education within the curriculum, strengthening preschooler environmental education, diversification of environmental education among targeted groups, and invigoration of community-based environmental education, and evaluated the contents and the proportion relevant to climate change. Based on the result, the measure for the improvement of the environmental education programs was proposed. As a result of the analysis, there were only 15 programs for children, and 20 programs for adults. Also, only 9% of the children and adult education programs were addressing climate change respectively, which was indicating low percentage. 75 programs were directly related to the school curriculum, and 8 programs were not related to subjects in regular curriculum. Also, considering addressing climate change, 7 out of 11 programs were related to the school curriculum. 71 out of 95 programs were located in the facilities of local governments. Programs that were including the contents relate to climate change were only 11 out of 95 programs. It is necessary to operate programs by expanding environmental education programs targeting children and adults, so all people are took into account, and consider the connectivity between curriculum and environmental education program in South Korea to increase the effectiveness of education. Also, it is necessary to educate people sustainably by relating the programs with various resources which can be utilized in the local community, to include climate change related contents with more proportion, and to address various subjects rather than focusing on one part of the subjects.

Environmental Education as a social mobilization strategy to face water scarcity.

Article 225 of the Brazilian Constitution establishes that all citizens have the right to an ecologically balanced environment, as a common good that is essential for a healthy life, and that the government and society have the duty to protect and preserve the environment for present and future generations. This article outlines a methodology for promoting social mobilization to address water scarcity developed under the National Environmental Education and Social Mobilization for Sanitation Program (PEAMSS, acronym in Portuguese). The main aim of this article is to show the importance of education as a driving force for empowerment for water resources management. It outlines the main concepts of emancipatory environmental education and then goes on to describe the elaboration of a PEAMMS action plan. It concludes that the universalization of the right to safe and clean drinking water and access to sanitation is only possible through democratic and participatory water resources management. Actions are necessary to evaluate the reach of the PEAMSS and define the way ahead for the program.

「次期学習指導要領と環境教育」（前編：小学校編）

「次期学習指導要領と環境教育」（前編：小学校編）

Formação docente e sustentabilidade. Um estudo sobre ambientalização curricular no curso de Pedagogia da Universidade Estadual do Oeste do Paraná

This work presents the results of the document analysis of the Pedagogy course of State University of West, campus of Cascavel, Parana, Brazil. The purpose of this article is to show how is the curriculum environmentalization process of this course through the analysis of the disciplines curriculum, using as parameters the Curriculum Environmentalization of Higher Education (ACES) Network indicators, the National Curriculum Guidelines for Environmental Education (DCNEA) and the National Environmental Education Policy (PNEA) as a basis for the seizure of sustainability content. The document analysis was performed through the techniques of the Bardin (2011) Content Analysis method in which the results indicated that the insertion of sustainability content on the curriculum of disciplines, from Pedagogy course, presents minimum principles of ACES Network and DCNEA, showing a fragile and incipient Environmental Education in teacher training. The data enabled to verify the pressing need to change the curricula for these professionals training to set up a formative path in line with education needs of the new generations committed to the sustainable development in Brazil.

Mainstreaming Climate Change Adaptation in the BS Agriculture Curriculum in Selected Commission on Higher Education Centers of Excellence in Agriculture

The agriculture sector is one of the major areas much affected by the current climate change risk. The Higher Education Institution (HEIs) specifically the SUCs centers of excellence in agriculture plays significant role to limit or lessen the impacts of climate change by promoting leadership in developing effective climate change adaptation strategies and creating public awareness. This study was conducted to assess the level of integration of climate change adaptation (CCA) in teaching courses under the Bachelor of Science in Agriculture (BSA) curriculum; determine the extent of influence of individual, organizational, external factors in the integration; and develop strategies how to mainstream CCA in the BSA curriculum program. Descriptive research utilizing survey and key informants interview (KII) of the deans and administrators were used to gather necessary data. A total of 103 faculties and 8 college administrators including deans from the four selected university became the respondents. The overall perceived knowledge, student needs to mainstream CCA in BSA is high. Majority of the respondents agreed that climate change adaptation principle is reflected to their organization mission. Minimal level of (CCA) integration observed among the agricultural colleges CHED Centers of Excellence. There is minimum integration of CCA in fundamental agriculture courses offered under BSA curriculum across the participating SUC-CA. Since there are existing legal basis such as; RA 9512 or the National Environmental Awareness and Education Act of 2008, section (3) which focus integration of environmental education in school curricula at all levels, whether public or private. RA 9729 or Climate Change ACT 2010. The respondents of this study from participating SUC–CA centers of excellence in agriculture believed that the specific policy from CHED through a circular memorandum order CMO mandating the SUC’s to re-examine the existing BSA curriculum under CMO#14 and develop strategies on how CCA will be integrated /mainstream on the course program is effective approach in support to the result of this study.

Ambiente y sustentabilidad en las instituciones de educación superior en América Latina y el Caribe

This document presents a general description of the historical process and the recent situation of the incorporation of the environmental dimension in higher education institutions in Latin America and the Caribbean. From a historical perspective it shows how this process has been developed for more than six decades, through three stages characterized by a higher environmental education focused successively on natural resources, the environment and sustainable development. In this process, the promotion programs of several international organizations and the national environmental education policies of some countries of the region have played a very important role. But the merit of the achievements in the long process of environmentalization of higher education corresponds mainly to the universities themselves. To describe the current situation of higher environmental education in LAC, we present some of the experiences that the authors knew, at the time of writing the article, regarding training, research, extension and environmental management in universities. This overview allows us to appreciate the great diversity of practices and approaches to sustainability that higher education institutions in the region have developed. However, the knowledge we have about this complex process is still very fragmented and superficial. To overcome these limitations it will be necessary for the scientific community dedicated to the study of environmental education at the higher level to agree and develop a common research program, in a collective work that is just beginning.

O Isomorfismo na Educação Ambiental como Tema Transversal em Programas de Graduação em Administração

A Política Nacional de Educação Ambiental determina a inclusão da Educação Ambiental em todos os níveis do ensino de modo transversal e contínuo, vedando sua utilização como disciplina específica. O referencial teórico está assentado no isomorfismo aplicado ao tema da transversalidade em Instituições de Ensino Superior (IES), buscando identificar os mecanismos que as impulsionam a mudar de comportamento frente a essa regulamentação, desvendando quais forças promovem a incorporação da educação ambiental na grade da graduação em Administração, como tema transversal. A metodologia utilizada é quantitativo-qualitativa e utiliza um estudo multicaso junto a quatro IES, com Graduação em Administração. Conclui-se que pressão isomórfica coercitiva, por parte da sociedade, e normativa, ligada à atuação profissional, são as que mais contribuem para a institucionalização da educação ambiental na grade curricular. As demandas sociais para formação do administrador com conhecimentos ambientais é o fator mais forte neste processo.

The Analysis of Environmental Education in Library

with the increasingly serious environmental pollution, great importance is attached to the environmental education. Analyzing the necessity of environmental education, the paper explores the function and character of library to reveal the responsibility and advantages of library in environmental education. Given the fact that many problems exist in environmental education of library, this article sets up a national environmental education network by learning relative experience from Russia.

Review of Environmental Education in the US National Parks Service according to Social Transition : A Case Study on Two Pacific Northwest National Parks

National park, as a natural park, has a dual purpose, to promote both protection and enjoyment. The educational activities of the national park can be partly understood as one of the appropriate means to balance its double purposes. This study provides a review of environmental education in the US National Parks according to social transition. Taking historical perspective and case studies, environmental education has played roles in helping the balance between preservation and enjoyment. Since the environmental movement, environmental education goals, particularly understanding the natural processes observable at national parks, has become more a part of the interpretation and education missions of the parks. Also non-governmental and non-profit partners have played important educational-based roles in support of both the National Parks Service and environmental education goals. The two different models also differ in the public's perception of them. Federal employees are resented in some rural areas in the U.S., but the general population automatically attributes authority, friendliness, and national-interestedness to NPS Rangers. This may in turn limit how strongly such staff could serve as strong advocates for the environment. On the other hand, the non-profit may be seen by some as strongly liberally biased and associated with urban wealth. It is also not as universally recognized as the NPS. It can, however, go far to develop new partnerships and undertake public relations. Non-profits vary greatly in quality, also affecting public perception.

ANÁLISE DA IMPLEMENTAÇÃO DA POLÍTICA MUNICIPAL DE EDUCAÇÃO AMBIENTAL NO MUNICÍPIO DE NATAL/RN

The overall goal of this research is to analyze the implementation of the Common Municipal Environmental Education in the city of Natal / RN (PMEAN). To achieve this goal it was necessary to identify the activities, actions, procedures, techniques, mechanisms for popular participation and financial contributions that are being used by the managers of the policy, to engage individuals and the collectivity of the scenarios of formal and non-formal about environmental education. The methodology used to analyze the strategies of implementation of the policy in question was to consult the literature on the subject, the research sites on scientific articles related to the topic, the examination of documents, practical experiences, instances of dialogue and agreement policies, programs, projects, plans, political and pedagogical; applying qualitative approach with open questionnaires on thematic context. The target of this investigation was municipal managers of Municipal and Environmental Education, elementary school teachers from public and private schools of the city of Natal, students of these schools and residents of communities the space Natal city. To obtain the results of this research was considered the validation and effectiveness of implementation strategies of PMEAN. For this reason, the study of the elements was investigated as parameters established by Law 9795/99, the National Environmental Education Politics in Brazil.

Enhancing Both Cooperative Extension and National Environmental Education Resources

Enhancing Both Cooperative Extension and National Environmental Education Resources

The Constitutional Right to a Healthy Environment

Do people have a right to clean air, safe drinking water, and a healthy environment? Fifty years ago, the concept of a human right to a healthy environment was viewed as a novel, even radical, idea...

What do people know about key environmental issues? A review of environmental knowledge surveys

This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies.

Educação ambiental em unidades de conservação: políticas públicas e a prática educativa

O objetivo deste trabalho foi realizar um estudo exploratório sobre as ações de educação ambiental desenvolvidas em unidades de conservação (UCs) brasileiras em relação a público, parcerias, linha pedagógica, objetivos, atividades, temas, avaliação e documentos de referência. Além disso, analisamos uma possível influência do Programa Nacional de Educação Ambiental (ProNEA) nessas práticas. Utilizamos dados de 56 UCs brasileiras coletados em questionário distribuído em 2007. Analisamos o total de UCs e dois grupos distintos: as que citaram e as que não citaram o ProNEA como referência. As ações educativas apresentam alguns princípios das novas tendências da educação ambiental e das políticas públicas elaboradas nos últimos anos no Brasil. Concluímos que embora uma política pública de larga escala, como o ProNEA, seja importante para orientar as mudanças desejadas, não é suficiente para que essas mudanças sejam incorporadas às práticas educativas.

Educação ambiental na perspectiva da educação inclusiva

This paper discusses the relationship between the 'National Environmental Education Policy' and the 'National Policy on Special Education from the Perspectiv...

Educação ambiental: um olhar sobre comunidades quilombolas na região central do Rio Grande do Sul

O artigo tem por objetivo de levantar as questões ambientais e de saúde vivenciadas pelas comunidades quilombolas da região central do Estado do Rio Grande do Sul, buscando pesquisar e propor a execução de um programa de atenção às necessidades de saúde detectadas através de observações relacionadas à educação ambiental e saúde, para as comunidades quilombolas. O estudo descreve o Programa do governo Federal ProNEA-Programa Nacional de Educação Ambiental, PEAC –Programa de Educação Compartilhado da Secretaria do Estado do Rio Grande do Sul e o Projeto Pilão-Presença Negra no Campo, desenvolvido pela Universidade Federal de Santa Maria, UFSM. Faz referência em especial à Comunidade Quilombola de Ernesto Penna Carneiro, localizada no distrito de Palma, Santa Maria, RS. A atenção à Saúde da população com ênfase em educação ambiental. Para a realização da presente pesquisa utilizou-se de pesquisa bibliográfica e documentação fotográfica, bem como pesquisa de campo(observação). A última teve o caráter de comparar os estudos teóricos com a realidade da comunidade quilombola Ernesto Penna Carneiro.

Environmental education for sustainability in higher education institutions in the Philippines

PurposeTo present a national profile of developments in higher education for sustainable development in the Philippines and to analyse a new initiative to accelerate environmental education for sustainable development (EESD) within academic institutions.Design/methodology/approachThis is an evaluative review that examines the design and piloting of an innovative scheme within the Philippine education system. The analysis is situated in relation to the approaches taken by prior initiatives and framed in order to draw out significant challenges, developments, and prospects for EESD at the organizational level.FindingsThe paper finds that EESD in the Philippines has an official base in the National Environmental Education Action Plan, which provides a framework to guide higher education. Two national networks promote environmental education, while environmental training and curriculum projects have been supported by government agencies and academic institutions, but without explicit policy support for more widespread changes. In contrast, the Dark Green Schools (DGS) program offers a distinctive “whole institution” approach and accreditation system devised in line with the principles of EESD for coherent systemic change. The design and pilot year of the DGS program shows positive potential for “greening” academic institutions and the issues that arise in seeking curriculum change, future funding, and formal support at sector level.Originality/valueThe DGS is an innovative program to promote “whole institution” change for EESD in the Philippines. Whilst similar approaches have been developed in some countries at the level of school education, such initiatives are rare at the level of higher education. This paper therefore includes lessons and findings that help to inform global debate in this important area of EESD in higher education.

Environmental Education for the 21st Century: Where Do We Go Now?

In 1990, Congress passed the National Environmental Education Act, thereby charging the United States Environmental Protection Agency with providing national leadership to increase environmental literacy. Since the first appropriation in 1992, almost $100M has been spent to increase the public's awareness of environmental issues; nevertheless, the author believes that the Act is outdated and was not written to provide for systemic change. With the recently increased attention to global warming and climate change, many in the environmental education field believe that environmental education is a critical tool for engaging the public and that opportunities exist to increase resources. The author suggests that now may be the time to consider new environmental education legislation that is more systemic in nature and that provides substantive increases in funding for national-level grants, educator training, and research initiatives. The author also suggests broadening the scope of strategic-level conversations to include sectors beyond the education community.

Children’s Environmental Health Faculty Champions Initiative: A Successful Model for Integrating Environmental Health into Pediatric Health Care

BackgroundPediatric medical and nursing education lack the environmental health content needed to properly prepare health care professionals to prevent, recognize, manage, and treat environmental exposure–related diseases. The need for improvements in health care professionals’ environmental health knowledge has been expressed by leading institutions. However, few studies have evaluated the effectiveness of programs that incorporate pediatric environmental health (PEH) into curricula and practice.ObjectiveWe evaluated the effectiveness of the National Environmental Education Foundation’s (NEEF) Children’s Environmental Health Faculty Champions Initiative, which is designed to build environmental health capacity among pediatric health care professionals.MethodsTwenty-eight pediatric health care professionals participated in a train-the-trainer workshop, in which they were educated to train other health care professionals in PEH and integrate identified PEH competencies into medical and nursing practice and curricula. We evaluated the program using a workshop evaluation tool, action plan, pre- and posttests, baseline and progress assessments, and telephone interviews.ResultsDuring the 12 months following the workshop, the faculty champions’ average pretest score of 52% was significantly elevated (p < 0.0001) to 65.5% on the first posttest and to 71.5% on the second posttest, showing an increase and retention of environmental health knowledge. Faculty champions trained 1,559 health care professionals in PEH, exceeding the goal of 280 health care professionals trained. Ninety percent of faculty champions reported that PEH had been integrated into the curricula at their institution.ConclusionThe initiative was highly effective in achieving its goal of building environmental health capacity among health care professionals. The faculty champions model is a successful method and can be replicated in other arenas.

Environmental Literacy: Knowledge for a Healthier Public

In 1988, New York City’s West Harlem community had a problem. The recently opened North River Sewage Treatment Plant, which stretches eight blocks along the Hudson River, was doing a poor job of processing about 170 million gallons of raw sewage daily. Residents were concerned about the foul smells coming from the plant, and parents complained that their children were suffering from respiratory problems. The community knew it needed help, but it also needed something else: information on the exposures it was facing, on the health effects of those exposures, and on the courses of action open to the people. When the community mobilized months later to form West Harlem Environmental Action Inc. (WE ACT), it had taken the first step toward cultivating just that sort of environmental literacy.