Non-formal Environments Research Articles

Teaching Students with Disabilities: Traumatic Brain Injury

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC602/WC264: Teaching Students with Disabilities: Traumatic Brain Injury (ufl.edu)

Teaching Students with Disabilities: Emotional Disturbance and Behavioral Disorder

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC598/WC260: Teaching Students with Disabilities: Emotional Disturbance and Behavioral Disorder (ufl.edu)

Teaching Students with Disabilities: Orthopedic Impairment

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC600/WC262: Teaching Students with Disabilities: Orthopedic Impairment (ufl.edu)

Teaching Students with Disabilities: Speech and Language Impairments

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC601/WC263: Teaching Students with Disabilities: Speech and Language Impairments (ufl.edu)

Teaching Students with Disabilities: Hearing Impairments and Deafness

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC596/WC258: Teaching Students with Disabilities: Hearing Impairments and Deafness (ufl.edu)

Teaching Students with Disabilities: Visual Impairment and Blindness

This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC597/WC259: Teaching Students with Disabilities: Visual Impairment and Blindness (ufl.edu)

The issue of the arrangement of new environments for science education through collaborative actions between schools, museums and science centres in the Brazilian context of teacher training

We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.

Luau Astronômico: a formação inicial de professores como divulgadores científicos em ambientes não formais

The Instituto Federal de Educacao, Ciencia e Tecnologia de Santa Catarina offers the Bachelor Degree in Natural Sciences with specialization in Physics in Ararangua Campus since 2009. This course has promoted several actions in Science communication as a means of empowering teachers in initial training, also to work in non-formal environments. To articulate these actions it was founded the Astronomy Club of Ararangua (CA²) in 2012 by teachers and students of IFSC. The experience of teaching and learning described in this paper is one of the actions arising from CA² and it was entitled “Luau Astronomico”, it was developed during the year 2013. Besides the initial training of teachers, this event also aimed to provide an environment in which the two conditions of Ausubel to have Meaningful Learning occur: pre-disposition to learn and a potentially significant material.

Initial training of teachers in science education activity: Exploring non-formal environments.

<p>Conceptions of Science influence educational practices and interpretations about the construction of scientific knowledge. Therefore, this study aimed to use scientific practice to test the efficiency of non-formal educational environments in training candidates for teacher certification in Biological Sciences. Training of candidates was performed in four meetings held on the State University of Goiás in Anápolis, which features an interpretative trail for environmental education. To test the hypothesis that the training was effective, a paired t-test was performed on the grades obtained in the questionnaires before and at the end of the activities (pretest and post-test). The test showed that the course was effective and led to an increase in students’ knowledge of the content covered (t test: t = 2.95, df = 16, p = 0.01), showing that on average, the scores of students increased in the post-test. This denotes a cognitive gain at the end of the course.</p><p><strong>KEYWORDS:</strong> Science education. Interpretative trails. Pre- and post-tests.</p>

Serious Game Design Process, Study Case: Sixth Grade Math

The way in which students are being educated is evolving; the traditional teaching paradigm, where formal and non-formal education are treated as a mutually exclusive, must be changed and turned into a new learning paradigm where formal and non-formal education are treated as one in order to achieve a meaningful and relevant learning. In Mexico, it is clear that educational level of students is barely improving in elementary school students, considering basic topics on Math, Science, and Spanish. There is a need to integrate more efficient mechanisms, like serious video games, in non-formal environment for students and increase learning opportunities beyond the classroom. Therefore, it is envisaged as a possibility, the large scale production of video games to address this problematic. But, a reason why it is not often carried out the large scale development of digital resources is the lack of well-defined development processes and documented experiences. This research will provide solution to the lack of well-defined development processes for large scale production of serious video games, presenting a proposal for a development process with fundamentals in software engineering. The overall findings of the research show that there is an improvement in the knowledge acquisition of the students.

The Use of Technology by Nonformal Environmental Educators

This study examined the use of instructional and learning technologies by nonformal environmental educators. A 40-question survey was developed to inquire about practitioner demographics, technology use in practice, and beliefs about technology. The survey consisted of multiple choice, open-ended questions, and a Likert-type scale component—the Technology Attitudes, Perception, and Support Scale (TAPS) (Cronbach's a = 0.809). TAPS examined philosophies about technology use, self-efficacy, and perceived obstacles to technology integration within environmental education contexts. Findings revealed a philosophical acceptance and willingness to use technology in environmental education instruction; however, few integrate learning technologies into their instructional venues to enhance cognition and learning and there was concern that technology might have negative consequences on student connection to the natural environment. No single factor appears to influence environmental educator decisions to incorporate technology into non-formal settings.

Knowledge and perceptions of cervical cancer and healthcare in Vanuatu

There is increasing evidence of unacceptably high levels of cervical cancer abnormalities in Vanuatu. The purpose of this research was to determine cervical health awareness in local women from rural and urban environments. Women from hospitals, health clinics and small local villages were invited to participate in a health survey. This investigated health knowledge, current information sources and perceived limitations in accessing health information. A total of 422 surveys were undertaken, a response rate of 93% in urban centres and 95% in rural areas. There was a direct relationship between the number of school years completed and awareness of cancer. Nurses, doctors and village health workers all played a vital role in providing women's health care information. General embarrassment and a lack of knowledge were the greatest limitations reported to affect the ability and confidence for women to investigate health concerns. Vanuatu women are poorly educated regarding health issues, particularly cervical cancer. Strategies to improve cervical cancer awareness may include travelling workshops, an active media campaign and the introduction of culturally sensitive education programs tailored to formal and non-formal environments. Programs should inform whole communities and health care professionals.

Globalizacijos įtaka darniai Latvijos kaimo mokyklų plėtrai

Spartėjantys globalizacijos procesai daro įtaką Latvijos kaimo mokykloms. Straipsnyje pristatomas tyrimas, kurio tikslas yra išryškinti mažų kaimo mokyklų pastangas išlikti darnios plėtros sąlygomis išsaugant savo vidinę edukacinę aplinką nuo neigiamų išorinės aplinkos poveikių. Tyrimas buvo darytas 2000-2005 metais. Buvo ištirtos 277 kaimo mokyklos (46,6 proc. visų kaimo mokyklų). Tyrimo duomenų analizė parodė, kad dėl globalizacijos įtakos didėja mokyklų konkurencija. Švietimo organizacijų santykiai vis dažniau yra grindžiami laisvosios rinkos principais. Tai neigiamai veikia kaimo mokyklas. Mažėjantis moksleivių skaičius kelia grėsmę kaimo mokyklų išlikimui. Lyginant 2000 ir 2004 metų kaimo mokyklų situaciją, išryškėjo naujos kaimo mokyklų kaitos tendencijos. Kad išliktų ir išsaugotų savo aplinką, mokyklos keičia savo vizijas ir ugdymo koncepcijas (siekia tapti ekologinėmis, labiau i žmogų orientuotomis mokyklomis), stengiasi praplėsti savo veiklos ribas, t. y. pradeda įgyvendinti ikimokyklinio ugdymo, formalaus ir neformalaus suaugusiųjų ugdymo, šeimų švietimo programas. Taip pat keičiasi mokyklų požiūris i santykius su išorine aplinka: plečiasi mokyklų bendradarbiavimas su partneriais švietimo ir kultūros srityse, atsirado bendradarbiaujančių mokyklų tinklas.

Educating for a Change: Reconceptualizing Formal and/or Nonformal Environmental Education

Previous articleNext article No AccessEducating for a Change: Reconceptualizing Formal and/or Nonformal Environmental EducationDarlene E. CloverDarlene E. Clover Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 44, Number 2May 2000 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447604 Views: 58Total views on this site Citations: 7Citations are reported from Crossref © May 2000by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Max Crumley-Effinger, Tavis D. Jules, Syed Shah Comparative and International Education Research: Considering Sustainable Research Methodologies, (Aug 2021): 101–125.https://doi.org/10.1108/S1479-367920210000040008Francisco Miguel Martínez-Rodríguez, María de los Ángeles Vilches Norat, Alfonso Fernández-Herrería Challenging the neoliberal view of education: the Center for Ecoliteracy as a transformative educational practice, Globalizations 15, no.33 (Mar 2018): 422–436.https://doi.org/10.1080/14747731.2018.1446601Courtney Hughes Environmental Education for Conservation: Considerations to Achieve Success, Natural Areas Journal 32, no.22 (Apr 2012): 218–219.https://doi.org/10.3375/043.032.0213David John Frank, Karen Jeong Robinson, and Jared Olesen The Global Expansion of Environmental Education in Universities, Comparative Education Review 55, no.44 (Jul 2015): 546–573.https://doi.org/10.1086/661253Radhika Iyengar and Monisha Bajaj After the Smoke Clears: Toward Education for Sustainable Development in Bhopal, India, Comparative Education Review 55, no.33 (Jul 2015): 424–456.https://doi.org/10.1086/660680Yoko Mochizuki Global circulation and local manifestations of education for sustainable development with a focus on Japan, International Journal of Environment and Sustainable Development 9, no.1/2/31/2/3 (Jan 2010): 37.https://doi.org/10.1504/IJESD.2010.029962Verity Jones Identity and the environment, The Curriculum Journal 13, no.33 (Oct 2010): 279–288.https://doi.org/10.1080/0958517022000014664

Professional Development of Nonformal Environmental Educators Through School-based Partnerships

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.

Incorporating Environmental Behavior, Ethics, and Values into Nonformal Environmental Education Programs

Data collected through a survey of visitors to the Vermont state park system were used to define a range of environmental behavior, ethics, and values exhibited by park visitors. These data were used to develop principles for designing park-based environmental education programs. The study findings suggest that such programs should emphasize points of commonality among park visitors, present environmental messages through diverse topics and activities, and address relatively homogeneous subgroups of park visitors, such as those found in this study.

Identifying Audiences and Messages for Nonformal Environmental Education– a Theoretical Framework for Interpreters

This paper outlines a theoretically driven approach to identifying strategic audiences for nonformal environmental education and communication efforts, and offers a rationale for determining message content for site-based interpretive programs aimed at modifying the behaviors of two strategic audiences—on-site visitors and local communities. The role each of these audiences might play in resource protection and examples of theoretically derived messages that might be used to influence their behavior are discussed. Drawing on the Theory of Reasoned Action and the Theory of Planned Behavior, a framework is outlined for designing effective environmental education and communication interventions for replacing and modifying problematic environmental behaviors in and adjacent to protected areas. Representative research issues pertaining to both the design and the evaluation of communication interventions are also presented.

A case of action-oriented non-formal environment education

A case of action-oriented non-formal environment education

Interpretation and Nonformal Environmental Education in Natural Resources Management

Abstract A visitor education strategy was developed, implemented, and tested for its effectiveness in raising levels of knowledge and attitudes toward state nature preserve management. Visitor sociodemographic and site-specific data were also collected and analyzed. A stratified random sample of visitors to four Ohio state nature preserves was taken, and visitor sociodemographic, site-specific, knowledge and attitude data were obtained by a 35-item questionnaire. Results from 1,141 completed questionnaires showed preserve visitors to be mostly male, age 20–39, with incomes ranging from $10,000 to $30,000, and with few of them holding memberships in either community or conservation groups. Most visited state nature preserves frequently, were very satisfied with their most recent preserve visits, and came to the preserves with either family or friends, for solitude and to see sights. A pretest of knowledge of and attitudes toward selected nature preserve management concepts showed that visitors poorly compr...