Nature Of Environmental Education Research Articles

Implementación de un Programa de Educación Ambiental y su influencia en la disminución de los residuos sólidos presentes en las carreteras

The present study sought to establish the influence of the implementation of an Environmental Education Program (PEA) in the reduction of the amount of waste generated in the direct areas, municipalities and communities surrounding Sections I and II of the concessioned highway Empalme Ruta1B-Buenos Aires-Canchaque in Piura, in evidence of bad habits in the right-of-way that originate the need for a greater deployment of cleaning activities and an optimal process to stop its transformation into a garbage dump. The research design is pre-experimental - explanatory and the sample is composed of 321 homes selected by means of probabilistic sampling, to which the pre-test and post-test evaluation was applied, in the nature of environmental education and measurement of the amount of waste. To measure the degree of knowledge on environmental issues, a semi-structured and closed questionnaire on a Likert scale was used and the instruments were validated through expert judgment; concluding that the implementation of the PEA directly influences the reduction of solid waste, the creation of strategic alliances in environmental matters, the modification of habitual pernicious behavior, prevention, conservation, protection and restoration of the environment, thus structuring a new environmental culture.

Koncepcje edukacji przyrodniczej w klasach I–III studentów – przyszłych nauczycieli

<p>Sposób realizacji treści przyrodniczych na skutek gwałtownych zmian o charakterze społecznym, cywilizacyjnym i naukowym powinien podlegać zmianom. Istotą tej edukacji powinno być rozwijanie zainteresowania przyrodą i kanalizowanie aktywności poznawczej uczniów na rozumienie zjawisk i procesów przyrodniczych i kształcenie dla zrównoważonego rozwoju. Tekst jest próbą spojrzenia na koncepcje kształcenia przyrodniczego dzieci w młodszym wieku szkolnym, jakie posiadają studenci, przyszli nauczyciele klas I-III. Poddano analizie jakościowej wypowiedzi studentów dotyczące istoty edukacji przyrodniczej dzieci i sposobów jej realizacji.</p>

Nature of Environmental Education in Bangladesh: A School Level Assessment with Reference to the National Curriculum

Normal 0 21 false false false TR X-NONE X-NONE This paper attempts to identify the nature of formal environmental education in Bangladesh at school level with particular reference to the national curriculum. The main objective of the study is to assess the contents of the school text books for each standard, and to see whether the diversified themes covered are a good representation of contemporary environmental issues or not. Attempt has also been made to examine the organizational aspects of the prescribed text books for each standard. The overall finding is that the school textbooks on environment are found not only ill organized but also there is a lack of integrity for logical progression; there is ample scope to include emerging issues such as climate change and human adaptation in the Curriculum. Revision of the Curriculum, re-orientation and reorganization of the textbooks with an interdisciplinary and holistic approach are strongly recommended. /* Style Definitions */ table.MsoNormalTable {mso-style-name:Normal Tablo; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Times New Roman; mso-bidi-theme-font:minor-bidi;}

Analyzing Sustainability Themes in State Science Standards: Two Case Studies

Due to the interdisciplinary nature of environmental education, addressing the range of socioscientific issues included under the umbrella of sustainability can be challenging for educators working within the context of mandated state subject area standards. Two states (Washington and Vermont) have been recognized as leaders in incorporating sustainability into K–12 education through standards reform. Similarly, other states may engage in revisions in response to the recently released Next Generation Science Standards. This study examined how Washington and Vermont have incorporated sustainability-related topics into their state science standards and considers implications for practitioners, curriculum development, and standards reform.

Environmental learning: reflections on practice, research and theory

The environmental and interdisciplinary nature of environmental education presents extraordinary challenges to our abilities as a field to clearly conceptualize, theorize and communicate findings a...

Community‐based environmental education—a case study of teacher–parent collaboration

A case study of school–community collaboration in an elementary community school in Israel follows up an environmental education (EE) school‐based curriculum that involves the parents and community members in various indoors and outdoors activities. The collaboration was established in the framework of the Community School Approach. In these schools, parents are encouraged to be involved in planning school‐based curriculum and participating in school's formal and informal activities. The aim of the study was to describe environmental education‐based school–community partnerships and to examine the advantages and limitations for such collaboration. Parents, teachers and community members were interviewed for a period of three years. Most of the participants acknowledged the unique nature of EE that allows such a partnership, emphasizing local ideas of project‐based learning in environmental education. The study describes an exemplary collaboration and the development of local school–community partnerships, which could be adapted by other communities within elementary or middle schools.

Gaps between Advocated Practices and Teaching Realities in Environmental Education

SUMMARY Critics of environmental education have argued that teachers must have a comprehensive knowledge of environmental concepts to be better environmental teachers. It is also expected that if teachers have a more refined conception of what environmental education entails, they will feel equipped to include it within their existing curriculum. However, not only is there disagreement among the theorists about what constitutes environmental education, but also about what happens in the classroom. The qualitative study (conducted in Ontario, Canada) reported in this paper shows that teachers' environmental beliefs, knowledge and skills and. their environmental programmes provide evidence of the way they view environmental education, including the difficulties they perceive in providing their programs. These include: (1) practical issues, such as constraints posed by time, materials and schedules; (2) conceptual issues, such as the confusion among researchers and apparent in resources, about the nature of environmental education; (3) issues of whether or not teachers feel they have permission to carry out the activities, often controversial, they feel constitute environmental education. Findings indicate that researchers need to consider more carefully the teaching practice and its limits when advocating how environmental education should be taught, and what should be taught. With this in mind, we suggest three things: (1) we need to bring the environmental theorists in line with the real and immediate concerns of teachers and teaching practice; (2) with the teachers' practices and concerns in mind, we need to sort out the conflicts and ambiguities inherent within environmental education theory and decide what can realistically be accomplished within the context of schools; (3) we need to ensure that work at the curriculum development level is directed toward giving the teachers explicit permission to do the things environmental researchers propose.

Evaluating the impact of teaching/learning experiences during an environmental teacher education course

This paper reports on an evaluation of student learning during a post‐graduate environmental teacher education course. Questionnaires and journals were used to document student conceptions of environmental concern and environmental education; assess qualitative and quantitative changes in these conceptions and student environmental attitudes and behaviour; and elicit students' views of the effectiveness of different teaching methodologies in facilitating personal learning and attitude/behaviour changes. The results indicate that the course helped develop greater coherence in student conceptions of environmental concern, effected a shift in student conceptions of the nature of environmental education and facilitated the development of personal environmental attitudes and behaviour. Suggestions regarding improvements in teaching/learning approaches and techniques are made in the light of student responses.

Impediments to Implementing Environmental Education

Abstract A case study of the implementation of a school's environmental education program revealed that planning ahead and teacher participation in decision making are imperative. The implementation of a sound environmental program requires that teachers understand the philosophical and pedagogical nature of environmental education in order to relate it to their subject areas. When guidelines for teachers, curicular supplements, and accessible materials are lacking, a school's ability to accomplish its goals is limited.

Environmental Education in South Africa in Light of the Tbilisi and Moscow Conferences

Abstract In this article, the authors compare the situation in South Africa to the recommendations of the 1977 Tbilisi international conference on environmental education, with reference to the human environment, education, research, and incorporation in the educational system. The needs and priorities of environmental education that emerged from this conference were addressed at the Moscow international conference, held 10 years later. The authors relate the situation in South Africa to the Moscow conference proceedings, which include such aspects as international cooperation in the field of environmental education, environmental education as part of the entire educational process, and the interdisciplinary nature of environmental education. The authors list some of the international strategies for environmental education and training in future years that were proposed at the Moscow conference and discuss their relevance to South Africa.