Environmental Education Practice Research Articles

環境教育実践の現在と学会への期待

環境教育実践の現在と学会への期待

Negotiating the constraints of schools: environmental education practices within a school district

The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n = 58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities.

Exploring the dimensions of place: a confirmatory factor analysis of data from three ecoregional sites

Themes of place, situatedness, and locale are increasingly prominent in environmental education literature and practice. Sense-of-place research, which considers how people connect with places and the influence of those connections on engagement with the environment, may have important implications for environmental education. Prior place studies have proposed that people’s place connections have various dimensions. This paper explores four place dimensions, analyzing data from a survey (n = 712) conducted in three ecoregional sites in which we investigated residents’ sense of place. We examine how our data fit a proposed typology of place dimensions – a four-dimension (biophysical, psychological, sociocultural, and political-economic) categorization based on previous conceptions of the dimensions of place. We use structural equation modeling to question whether a 4-factor conceptualization of the dimensions of sense of place is superior to plausible alternatives. In comparing the four-dimension model with alternative models, we find that the four-dimension model is the best fit for these data. Our findings suggest that environmental and place-based education may benefit from an understanding and consideration of this four-dimension conceptualization of place in program design, implementation, and evaluation.

Like a swallow, moving forward in circles: on the future dimension of environmental care and education

After the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for our environment as revealed in child’s play in nature. Inherent in the interaction of the Homo ludens with nature is a spiral time experience. This time condition elicits a particular responsibility: rather than calculating which means are necessary to prevent future disasters, we should respond with care to the concentric circles of an open and indefinite future. Therefore, environmental education should not aim to prevent future disasters, but foster anticipating care for nature.

Learning from sustainable development: education in the light of public issues

Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of individuals. We present a different perspective on education for sustainable development and emphasize the importance of presenting issues of sustainable development as ‘public issues’, i.e. as matters of public concern. This shifts the focus from the competences that citizens must acquire to the democratic nature of the spaces and practices in which participation and citizenship can develop.

O diálogo como objeto de pesquisa na educação ambiental

Este artigo aborda o diálogo como objeto de pesquisa na Educação Ambiental, a fim de colaborar com a fundamentação de práticas e pesquisas na área. Observa a necessidade da criação de indicadores de diálogo e de maior aprofundamento empírico com aqueles já sugeridos. Também, o artigo promove uma articulação do conceito de diálogo com o de comunidades interpretativas e de aprendizagem, espaços para se praticar e vivenciar a Educação Ambiental (EA), práticas essas trazidas por algumas Políticas Públicas de EA brasileiras. Finalmente, argumenta que as metodologias participativas, sobretudo as de cunho intervencional, são adequadas para colaborar com um aprofundamento teórico-prático da teoria do diálogo.

MATA CILIAR E AS NASCENTES NO MUNICÍPIO DE SAPUCAIA DO SUL – RS SOB O OLHAR DA EDUCAÇÃO AMBIENTAL

This study had to aim verify the general conditions of conservation of some springs and its riparianareas along to analyze the knowledge the way of adult education students and confront practicesthat promote environmental education or that fail to promote causing impacts on theenvironment. It was raised a theoretical framework regarding the problem in question, if riparianvegetation and water sources, where like a source of study in the town was used “Morro deSapucaia” PRNP, where there are three springs. It was analyzed in situ these springs and theirconservation status, along with students and faced with a stream that crosses the urbanized area,this course which has their sources in the PRNP, noted the impact that suffers from human action.Also a questionnaire was administered for some teachers and students containing 10 questionsthat should be answered in a qualitative way, without interference from researcher. It is clear thatthe practices of environmental education are not being met, so there isn’t real capacity to spreadthese ideas, it is not enough knowledge about the subject, it is need to apply it.

Educação Ambiental em Fauna: breves considerações a respeito das relações entre teoria e prática pedagógica

To overcome the environmental crisis it is necessary not only to change the current economymodel for a sustainable development model, but especially to change the relation of humanbeings among themselves and with nature.Thus, several people who study the subject proposethat enviroment education, basic in this process, be oriented by a complex vision, transsubject andparticipative, in order to have the students develop the capacity to solve problems, buildknowledge, understand the multiple relations of all aspects of life and especially to developcompassion and citizenship. Therefore, the goal of this article is to present some thoughts aboutthe relation between theory and practice in Environmental Education in Fauna. Therefore, thiswork tries to analyze the modernity crisis, the complexity paradigm and a pedagogical experimentoriented by the author. To argue the subject is extremely relevant, because the restraints aremany for the theoretical discourse to guide the everyday activities of the schools.

Expanding the conversation: further explorations into Indigenous environmental science education theory, research, and practice

Indigenous environmental science education is a diverse, dynamic, and rapidly expanding field of research, theory, and practice. This article highlights, challenges, and expands upon key areas of discussion presented by Mack et al. (Cult Stud Sci Educ 7, 2012) as part of the forum on their article Effective Practices for Creating Transformative Informal Science Education Programs Grounded in Native Ways of Knowing. Key topics discussed include the integration of Western and Indigenous knowledge in educational programs, embodied approaches to Indigenous research, and further examples of practice from Canada and other regions of the world.

Environmental education in Latvia

This paper discusses the development of environmental education and education for sustainable development in Latvia since 1991. The article highlights best practices of environmental education in Latvia, which include curriculum and study materials development, active participation of various business enterprises in providing informal education, eco-school activities, etc. The objective of this paper is to share our experience with the international community and to promote a global dialogue in sustainable development.

Educação Ambiental: Um Itinerário Persistente e Crítico de Expansão de Cidadania

The aim of this article is to disclose the historical evolution of the concept and practice of Environmental Education through the study of its national and international roots, essential elements, principles and respective dimensions. The persistent processes of its ‘re-conceptualization’, within global environmental (public) policy, and the inherent ethical dimension of the environmental education towards sustainability are also challenges here necessarily taken into consideration.

Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons

Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of images to teach environmental sustainability topics integrated in their content area. The research explores the question what secondary pre-service teachers' perceptions of sustainability and using images to teach environmental sustainability topics in their content area are. The participants were comprised of secondary pre-service teachers enrolled in an instructional methodology course from a small university in the Pacific Northwestern United States. Teaching environmental sustainability and integrating lessons using images had a noticeable impact on pre-service teachers' perceived future teaching practices. Participants also changed beliefs over the course of the study about using images to teach environmental sustainability topics.

Ações educativas ambientais no cotidiano de uma escola municipal de Santa Maria, RS

O grande desafio da temática ambiental é abordar questões em sua totalidade, evitando enfoques aos temas isolados, mesmo que relevantes. A prática de Educação Ambiental no cotidiano escolar apresenta alternativas para o envolvimento de toda a comunidade escolar com ações contínuas e não pontuais. Há possibilidades de uma educação ambiental interdisciplinar com o objetivo de problematizar o entendimento, mostrar que o educador tem um papel fundamental nesta nova perspectiva de ensino, criando, recriando, reinventando, fazendo o que não se sabe fazer, deixando-se ensinar com a participação de todos. Sabe-se que são as ações cotidianas que trazem grandes mudanças. Este trabalho traz uma reflexão sobre a educação ambiental na escola e a ética do cuidado. O objetivo principal foi desenvolver ações educativas com alunos do 3º ano da Escola Municipal de Ensino Fundamental Zenir Aita de Santa Maria, RS, sobre questões envolvendo o meio ambiente, através de palestras, folhetos, passeios ao redor da escola para uma leitura de paisagem, entrevistas com a direção da escola, professores e funcionários. Foram realizadas ações como: lixo no lugar certo, construção de minhocário, relógio do corpo humano com plantas medicinais, aproveitamento de cascas com o bolo de banana. Assim constatou-se que a escola oferece um ambiente favorável para que a Educação Ambiental seja desenvolvida continuamente abrangendo todas as disciplinas, na construção do conhecimento.

Percepção ambiental dos visitantes do Zoológico Municipal de Curitiba-PR

Os Zoológicos são espaços propícios para a prática de atividades de educação ao ar livre. Recebem um grande contingente de visitantes que pode ser alvo de práticas em Educação Ambiental, com a finalidade de melhorar a qualidade da visita realizada e sensibilizar o público envolvido. O objetivo deste estudo foi traçar um perfil dos visitantes do Zoológico Municipal de Curitiba-PR. Foram aplicados 100 questionários para visitantes maiores de dezoito anos. Com relação aos resultados obtidos, 94% dos entrevistados acham importante a existência de zoológicos; 52% acreditam que os zoológicos ajudam a conhecer as espécies animais. O principal fator de estímulo para visitar o zoológico relatado foi ter a oportunidade de observar os animais (42%). A maioria dos entrevistados afirma que as espécies precisam ser preservadas (60%) e 93% acreditam que a extinção de uma espécie pode atingir o ser humano. A destruição do habitat foi indicada como a causa da extinção (50%). Os entrevistados entendem como importante a ampliação dos espaços dos recintos dos animais para melhorar a qualidade de vida dos mesmos (30%).

Current State of Environmental Education in Mexico: A Study on Practices, Audiences, Settings, and Topics

Environmental education in Mexico takes many forms and plays a wide variety of roles. Through an online survey, we addressed the need to present a wider picture on the current state of environmental education practices in Mexico: Who is engaging in environmental education practices, how important is it for their organization, who are they targeting, which methods and settings are they choosing and what environmental issues are they addressing? Representatives from 118 conservation and environmental education agencies and organizations responded to the survey. Results show that conservation Non-Governmental Organizations (NGOs) are taking the lead in the field of environmental education in Mexico. Conservation education represents a big piece of the overall environmental education field in Mexico. Education appears to be an important tool used widely by environmental and conservation organizations. At the same time, there seems to be a serious lack of funding.

A APLICAÇÃO DA EDUCAÇÃO AMBIENTAL NO CONTEXTO DO DISTRITO DE ITAITÚ, JACOBINA, BAHIA.

This article consists of an analysis of the practices in environmental education in a village nearby the town of Jacobina, Bahia, where its natural beauty gives to the place great potentiality in terms of ecological tourism. The work of the Municipal School Crescenciano Fernandes Pires, as well as the initiatives of the local residents association has been analyzed and evaluated through an organization named Projeto Despertar developed by the school in a partnership with the community. In order to accomplish this study, field surveys, alongside with interviews and bibliographical researchs were all applied. Through the results of this study, it is easily noticeable the need for projects implementation as a way to enable the development of ecological tourism, as well as the creation of initiatives aimed at preserving natural resources, as a result, integrating the local community.

A APLICAÇÃO DA EDUCAÇÃO AMBIENTAL NO CONTEXTO DO DISTRITO DE ITAITÚ, JACOBINA, BAHIA.

This article consists of an analysis of the practices in environmental education in a village nearby the town of Jacobina, Bahia, where its natural beauty gives to the place great potentiality in terms of ecological tourism. The work of the Municipal School Crescenciano Fernandes Pires, as well as the initiatives of the local residents association has been analyzed and evaluated through an organization named Projeto Despertar developed by the school in a partnership with the community. In order to accomplish this study, field surveys, alongside with interviews and bibliographical researchs were all applied. Through the results of this study, it is easily noticeable the need for projects implementation as a way to enable the development of ecological tourism, as well as the creation of initiatives aimed at preserving natural resources, as a result, integrating the local community.

Saberes docentes manifestados sobre a prática da educação ambiental (EA): As concepções de duas professoras do ensino fundamental de uma escola pública de Marabá/Pa

Entendemos por saberes o conjunto de conhecimentos e experiências adquiridos pelos docentes durante sua trajetória profissional e aplicados em sua prática, constituindo assim sua identidade de educador. A Educação Ambiental caracteriza-se como um conjunto de atividades e práticas ambientais com o objetivo de conscientizar a sociedade e solucionar os problemas do ambiente. Para tanto, esta pesquisa teve como objetivo investigar os saberes docentes necessários à prática da Educação Ambiental (EA) e o desenvolvimento da mesma em uma Escola pública da cidade de Marabá (PA). Realizamos uma pesquisa qualitativa, tendo as informações sido constituídas a partir de entrevistas semi-estruturadas realizadas com duas professoras de Ciências do Ensino Fundamental que desenvolvem em suas aulas trabalhos voltados para a conscientização ambiental de seus alunos. Os resultados apontam que, apesar de alguns saberes serem destacados pelas professoras, faz-se necessário ainda um aprofundamento teórico, cursos de aprimoramento e formação continuada para que os saberes necessários à prática da Educação Ambiental sejam apreendidos, desenvolvidos e constituídos no processo educacional de cada docente, além de destacarmos a relevância de incentivar entre os professores a pesquisa na área.

Using the communities of practice framework to examine an after‐school environmental education program for Hispanic youth

Environmental education researchers have called for a greater analysis of ‘learning’ in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in ‘communities of practice’. This study aims to enhance our understanding of the usefulness and applicability of the communities of practice framework to the analysis of learning in environmental education, focusing on the learning in after‐school environmental education programs for Hispanic youth. Results suggest that the framework can be applied to identify some environmental education programs as communities of practice, characterized by the development of joint enterprise, mutual engagement, and shared repertoire. The framework was also found to be useful in identifying and describing learning as bringing about changes in identity formation as a result of participation in the programs. Finally, we suggest that such programs, due to their free‐choice nature and multiple opportunities for participation, also offer suitable contexts for further research regarding the relevance of sociocultural theories of learning to environmental education practice.

Análise dos parques naturais de Canela/RS com ênfase nas atividades de educação

O presente trabalho teve como objetivo analisar as atividades de Educação Ambiental realizadas nos Parques Naturais do município de Canela/RS, incluindo sua relação com o Turismo Sustentável. Deste modo, inicialmente identificaram-se os parques com características naturais relevantes e elaborou-se um questionário que foi virtualmente respondido pelos seus administradores. O questionário foi composto por 15 questões que objetivavam a avaliar questões amplas e restritas sobre a área dos parques como: sua localização e estruturas, administração, público, aspectos de conservação, relação social e práticas de Educação Ambiental. Dos 17 parques naturais relacionados, 10 responderam ao questionário. A partir deste trabalho verificouse que existe um grande despreparo em relação à administração dos parques sobre sua conservação e gestão. Evidencia-se também o desconhecimento em relação aos fatores abióticos, bióticos e socioeconômicos dos parques, os quais, a maioria, não possui plano de manejo. Há um profundo despreparo dos administradores em relação aos conceitos de Turismo Sustentável e às próprias práticas de Educação Ambiental, fazendo uso desses termos indiscriminadamente como marketing-verde.