Environmental Education Training Research Articles

Science, Technology, Society, Environment Training Model to Improve Positive Attitudes of Early Childhood Teachers in the Environment

The lack of positive attitude may be caused by the weak implementation of environment education. One of the ways to solve the problem is by preparing prospective early childhood teachers to have the ability to instill environment concern to their students as early as possible so that the students grow up becoming people who care about the environment. The purpose of this research is to develop training scenarios on environmental education using Science, Technology, Society, Environment (STSE) model integrated into scientific thematic lessons, particularly for prospective early childhood teachers. This research is kind of development research. There were three aspects assessed by these experts namely usability, accuracy, and feasibility employing quantitative and qualitative data analyses. User judgment came from the prospective teachers done through interviews, and the data from these interviews were analyzed quantitatively and qualitatively. The results involved three expert assessments in the field of early childhood, environmental education, and educational technology, although further analysis is required. Subsequent investigation conducted on the subject user group, indicating a positive value of 83.3%, in support of the product. Therefore, the efficiency test results showed the training on environmental education using the Environmental Education Training with STSE model and integrated with scientific thematic lessons, were known to enhance 32.44% of all aspects of the prospective teacher's positive attitudes on the environment.

Três experiências planejadas de educação ambiental em setores rurais do sul do Chile

Abstract Environmental education (EE) must be carried out following a permanent programme, and should be a source of inspiration to encourage the incorporation of an ‘environmentalist’ line in other cultural and educational materials. EE has developed in Chile since the 1970s, but slowly, and unconnected with three important actors: the State, the universities, and non-governmental organisations. We implemented an EE programme across a set of other programmes (e.g. rural development, wetland management, biodiversity, and biological pest control), with the following objects: (a) to develop applied research in the field of EE; (b) to produce teaching materials; (c) to develop formal and informal training in EE. The object of the present work is to present three planned experiments in environmental education carried out since 1991 in different ecosystems and with different social actors.

Teacher training in environmental education. An experience based on the elaboration of problem situations and alternative solutions

RESUMEN En este escrito se analiza la sistematización de una experiencia de formación de maestros en educación ambiental orientada al desarrollo de las habilidades del pensamiento crítico. La experiencia se fundamenta en la elaboración de situaciones problema y alternativas de solución. Los futuros maestros problematizan, identifican problemas relacionados con la comunidad donde viven, o acontecimientos que suceden en el contexto; analizan e indagan para construir varias alternativas de solución. Los resultados muestran que la construcción de situaciones problema, constituyen una alternativa factible para desarrollar las habilidades del pensamiento crítico. Entre las conclusiones obtenidas se señala que las habilidades del pensamiento crítico en la educación ambiental, se pueden desarrollar a partir de la elaboración de situaciones problema, entendida como una estrategia que clarifica aspectos conflictivos en un problema ambiental concreto; las situaciones problema constituyen una herramienta pedagógica que promueven la reflexión, el análisis sobre las causas de los problemas ambientales y la búsqueda de prácticas educativas que incidan en la adaptación, mitigación o de resiliencia ante estos problemas.

Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA

Experience in nature provides a host of benefits to children, but today’s children who live in urban environments spend less time with nature compared to previous generations. Because children spend a large amount of time at school, greening schoolyards is one strategy for providing children with more access to nature and its benefits. However, installing nature-rich spaces in schoolyards may not guarantee their use, and research is needed to understand how the physical make-up of schoolyards may interact with teacher and student-related factors to predict use of natural elements on schoolyards. We inventoried 9 urban schoolyards and surveyed an associated 199 3rd-6th grade students and 14 teachers to measure children’s awareness and use of nature-rich vs. traditional outdoor spaces as predicted by teachers’ behavior (i.e. taking students outdoors) and environmental education-related training, student demography, and schoolyard physical environment. We found that children were less aware of nature-rich spaces (gardens 69 %, woodlands 28 %) compared to traditional outdoor spaces (playgrounds 73 %, athletic fields 77 %) and spent less time there (once a month versus several times a week). However, teachers taking children outdoors (p = 0.001) and trained in environmental education (p = 0.10) positively predicted student awareness of gardens. Teacher training in environmental education was also predictive of children exploring woodlands (p = 0.04), highlighting the importance of teacher training in successful green schoolyard efforts. We provide a glimpse of schoolyards as places for urban children to access nature's benefits by studying different school factors that influence children’s nature-based activities. Simply implementing natural spaces in schoolyards cannot guarantee the use of natural spaces by children. Providing institutional support and professional development for teachers may help to enhance children's awareness of different nature-rich areas and promote nature-base activities in schoolyards.

The Effect of Environmental Education Training Course in Soil, Water and Forest Conservation on the Concept of The King Rama Ⅸ of Thailand

The purposes of this research were to study and compare knowledge about soil, water and forests conservation, environmental ethics and environmental volunteers using the environmental education training course on the concept of The King Rama Ⅸ of Thailand in soil, water and forest conservation before and after training of students having different genders and Grade Point Average (GPA). There were two sample used this research: one involved in the curriculum development consisting of 94 students in Environmental Education, Faculty of Environment and Resource Studies Mahasarakham University enrolled in the course Environmental Education Training Curriculum in the first semester of the academic year 2018, and the other composed of 67 first-year students in Environmental Studies who were enrolled in the course Environmental Education in the second semester of the academic year 2018. Both groups were selected through the purposive sampling. The research instruments were Environmental Education Training Course in soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, knowledge test about soil, water and forest conservation, environmental ethics test and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation, including hypothesis testing using t-test, F-test One-Way MANOVA, One-Way MANCOVA, and Univariate Test. The results showed that: 1. The students’ average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, environmental ethics, and environmental volunteers in the posttest was higher than the pretest statistical significance (p< .05). 2. There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ science of Thailand, environmental ethics, and environmental volunteers between students with different gender statistical (p< .05). 3. There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, environmental ethics, and environmental volunteers between students with different Grade Point Average (GPA) statistical (p< .05).

Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

This paper analyzed the relationship that certain demographic and educational variables might have on the training in environmental education (EE) received by undergraduate students enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose, they were given a questionnaire to assess the link between certain personal and educational characteristics relating to the students in the sample (n = 274) and three components of an environmental competence (EC) model: environmental knowledge, attitudes, and behaviors. The results indicate that variables like gender, the students’ habitual place of residence, the type of leisure activities they undertook, and some educational factors had a significant impact on the acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role that non-university contexts might play in environmental education for pre-service teachers.

Diagnóstico das atividades de educação ambiental em unidades de conservação: propondo ações no contexto atual

O presente trabalho apresenta um diagnóstico das atividades de educação ambiental em Unidades de Conservação, faz um levantamento dos problemas enfrentados pelas UCs e propõe ações para auxiliar na efetividade destas atividades. O estudo foi realizado através de um questionário onde seis UCs responderam à pesquisa: Parque Nacional Aparados da Serra e Parque Nacional da Serra Geral, Parque Estadual Delta do Jacuí e Área de Proteção Ambiental Estadual Delta do Jacuí, Parque Estadual de Itapeva, Parque Estadual de Itapuã, Área de Proteção Ambiental do Banhado Grande e Parque Natural Municipal Morro do Osso. Todas as UCs informaram realizar alguma atividade de educação ambiental, com exceção da APA Banhado Grande. O principal problema citado para a não realização das atividades é a falta de incentivo financeiro e falta de pessoal. Sobre as necessidades para a efetividade das ações e alcance dos objetivos da UC, foram citadas: a falta de recursos humanos, capacitação de pessoal, recursos financeiros e fiscalização. Ações propostas pelo estudo para auxiliar a gestão e tornar ações efetivas, incluem: diagnóstico rápido participativo, pesquisas de educação ambiental em UC, parcerias com outras instituições, capacitação de educadores ambientais, estratégias de arrecadação de recursos financeiros, monitoramento e acompanhamento da efetividade das atividades.

Protocolo para coleta e análise de ideias e preocupações de professores sobre educação ambiental (PCA-EA)

Discute-se a elaboração e aplicação de um protocolo de coleta e análise de ideias e preocupações a respeito da Educação Ambiental, analisando se sujeitos de um grupo de vinte egressos de um curso de formação de professores para os anos iniciais estão adequadamente preparados para implementar ações de Educação Ambiental crítica na escola básica. Após a análise de conteúdo de gravações em áudio das entrevistas, foi possível detectar que as preocupações e ideias dos referidos sujeitos estão muito aquém daquelas recomendadas em documentos oficiais do Ministério da Educação ou em pesquisas recentes sobre formação de educadores ambientais. Por fim, discute-se o valor do instrumento e sua utilidade em pesquisas futuras

Educação Estético-Ambiental: o que revelam as dissertações e teses defendidas no Brasil

The objective of this study is to understand what dissertations and academic theses in Brazil reveal about the theme Aesthetic-Environmental Education. We used content analysis to investigate twenty-five dissertations and theses defended between 1997 and 2011 on the subject, resulting in three thematic groups, namely: (1) The ethical and aesthetic dimension in the training of environmental educators; (2) Conservation Environmental Education and Environmental Preservationist and (3) Contribution of Environmental Education and Aesthetic Education in the process of transformation to new social life of the emancipated subject. Equally important, are his revelations providing elements to the conceptualization of Aesthetic-Environmental Education.

Estimating scale, diversity, and professional training of environmental educators in the U.S.

After decades of growth in environmental education (EE) in the US, the number of practitioners in the field remains unknown. A national study was conducted to estimate the field’s size through an online consumer survey panel stratified by race, ethnicity, and geographic region representing the US adult population. In addition to demographic data, three categorical questions assessed self-perceptions as environmental educators, the paid/unpaid nature of their work, and educational background in EE. Near one-fifth of the sample identified as environmental educators. Sample estimates of the overlap of environmental educators in formal education, non-formal, and unpaid (volunteer) work and their population numbers were used to calculate a conservative estimate of approximately 3.9 million environmental educators in the US Racial minority groups comprised 47% of the total number of environmental educators, indicating they were over-represented among those who consider themselves environmental educators compared to the general population. These results counter traditional assumptions that EE itself is not diverse, suggesting that inclusive practices may require more attention to who is currently excluded in organizations with low representation of minority communities.

Assessing the effectiveness of a corporate environmental education program for primary aluminium industry workers in Brazil

The material of this research was developed from a study done in a production unit, denominated reduction III, of a primary aluminium industry, in the city of Ouro Preto, situated in the State of Minas Gerais, Brazil. The exploratory study evaluated the influence that environmental education training could exercise in controlling the pollution caused by the enterprise. The purpose of the project being that of training the workers of this unit, in a short time, on the subject of environmental protection. The pro-environmental training, in practice, benefits the technological monitoring system of pollution control in that aluminium plant. The methodological approach employed was a case study, with the registered data and documentation, of a specific project in furnace rooms 3 and 4 of reduction III. After the environmental training program, there was a definitive positive alteration in the environmental performance indicator graph, called 'open-door-time' of the furnaces. It showed more coherent figures. Although the ideal daily open-door-target time of 40 minutes was not achieved, the graph showed figures which closely approximated this ideal time. If there are continued investments in this environmental education program, the ideal target time is sure to be reached.

Assessing the effectiveness of a corporate environmental education program for primary aluminium industry workers in Brazil

The material of this research was developed from a study done in a production unit, denominated reduction III, of a primary aluminium industry, in the city of Ouro Preto, situated in the State of Minas Gerais, Brazil. The exploratory study evaluated the influence that environmental education training could exercise in controlling the pollution caused by the enterprise. The purpose of the project being that of training the workers of this unit, in a short time, on the subject of environmental protection. The pro-environmental training, in practice, benefits the technological monitoring system of pollution control in that aluminium plant. The methodological approach employed was a case study, with the registered data and documentation, of a specific project in furnace rooms 3 and 4 of reduction III. After the environmental training program, there was a definitive positive alteration in the environmental performance indicator graph, called 'open-door-time' of the furnaces. It showed more coherent figures. Although the ideal daily open-door-target time of 40 minutes was not achieved, the graph showed figures which closely approximated this ideal time. If there are continued investments in this environmental education program, the ideal target time is sure to be reached.

Conception of public school teachers in São José do Egito, Pernambuco, about Environmental Education

The inclusion of environmental issues in formal education is recent. In this reality, the present study aimed to analyze the conception that teachers from public schools in São José do Egito, Pernambuco - Brazil, have on relevant issues and actions for Environmental Education. We interviewed 22 teachers through a structured questionnaire consisting of 10 questions focusing on environmental matters. We found that 95.5% of the interviewees showed interest in studying environmental issues and considered themselves as responsible for any environmental damage occurring. They all stated that environmental damage worries them and 72.7% have already tried to change this situation. They (72.7%) believe that there can be economic and social development without causing environmental impacts. Half of them consider the citizens as the main responsible for the damage to the environment and at the same time as the most involved with its protection. In addition, 40.9% said that the school where they work treats environmental issues superficially and 59.1% said the textbook as insufficient material to address environmental issues. The low school performance and the lack of teacher training in Environmental Education compromise the critical education of students regarding environment preservation.

Evaluation of non-formal environmental education training program for industrial workers applied to cleaner production in Brazil

Evaluation of non-formal environmental education training program for industrial workers applied to cleaner production in Brazil

Avaliação do saber ambiental de professores do ensino público do município de São Bento, Paraíba

O professor é um ator social de fundamental importância na formação de cidadãos multiplicadores do saber ambiental. Esse trabalho teve o objetivo de analisar o conhecimento dos professores do município de São Bento, Paraíba, quanto à Educação Ambiental. Foram entrevistados 21 professores de três escolas de ensino fundamental público. Os dados foram coletados por meio de um questionário contendo 12 perguntas sobre educação ambiental, desenvolvimento sustentável e dez temas ambientais. Além de outras variáveis (gênero, idade, titulação, tempo de ensino). O conhecimento dos professores variou entre pouco ou saber em parte sobre os temas ambientais. Houve diferença no nível de conhecimento entre gêneros, sendo maior no gênero masculino. Observou-se correlação positiva entre o tempo de ensino e o maior conhecimento do professor. A maioria deles apresentaram dificuldades em conceituar o que é Educação Ambiental e desenvolvimento sustentável. Esse cenário revela a grande necessidade de capacitação docente em Educação Ambiental.

환경교육에 대한 초등교사들의 요구

In this study, we examined elementary school teachers' needs for environmental education (EE) in order to effectively implement EE in the elementary school. The participants were 113 elementary school teachers in Chungcheongnam-Do. Twenty items were adapted from the Environmental Education Needs test, and the teachers were asked to respond to each item on a 5-point Likert scale. For the items of the subcategory of EE training, teachers' preferences between the on-site and the online training were also asked. Although the teachers showed relatively strong needs for most items of both the subcategories of EE service and EE training, they exhibited stronger needs for the items related to the services and/or the content of training readily appli- cable to EE classes. Teachers preferred the online training to the on-site training in most items whereas their preferences to the on-site training tended to be relatively high in the items such as the use of local nonformal EE site, the development and the use of outdoor EE site, and the EE teaching strategies. Educational implications for the effective EE are discussed.

The Influence of School Culture on Environmental Education Integration: A Case Study of an Urban Private School System

As a discipline, environmental education (EE) has been criticized for lacking empirical evidence on the behavioral outcomes of its programs. While the behavioral outcomes of EE activities are often associated with the youth learner, teachers are one target audience of EE training programs who have received increasing attention with regards to behavior change. Previous research has identified numerous barriers to teaching EE in the classroom. Barriers include a lack of natural spaces to conduct EE activities, little administrative support, limited time, and lack of teacher comfort and confidence with science. The purpose of this qualitative case study was to understand how Trinity School’s culture has influenced EE integration. A number of domains emerged from the data regarding characteristics of the school which have influenced EE integration, including: administration, freedom in curriculum and exploration, and collaboration among teachers. A series of domains also emerged regarding barriers to teaching EE, including: comfort, lack of time, lack of interest among teachers, politics, and dangers and safety concerns.

Environmental Responsibility: Teachers' Views

Environmental Responsibility: Teachers' ViewsThis research paper investigates the views of the teachers of elementary and secondary schools in Greece with regard to who bears the responsibility for the state of the environment, as well as who should bear the cost of its protection. The research was carried out at the Environmental Education Centre of Kissavos-Mavrovounio. The research subjects were 144 teachers undergoing training in environmental education. The teachers believe that today the quality of both the natural and the urban environments worsens with those most responsible, in order of importance, being the industrialists and businesses, public administration and control mechanisms, politicians and laws, the citizens as consumers, judges and the judicial system and the farmers as producers. According to the respondents, the parties less responsible are the journalists and the mass media, researchers and scientists and, finally, teachers and the educational system in general. With regard to who should bear the cost of environmental protection, the vast majority think that the government should be the one to pay. The ideas of indirect and direct taxation, the adoption of a lower standard of living are much less accepted.

Escuelas limpias: proyecto de gestión ambiental

Environmental problems, pollution and global warming can be addressed from different perspectives. This project seeks to be an effective proposal to address these issues. It directs its efforts to the development of a process of awareness of young Peruvians between the ages of 11 and 15, to be incorporated into public schools through a program of environmental education. It starts from identifying a district model with critical levels of pollution in which to promote and implement an appropriate environmental education to contribute to the improvement and welfare of the environment The Independencia district was selected for it shows acute health problems, pollution and poor environmental awareness and culture, with the whole purpose of changing the attitude of a group of young people, parents and teachers to the social and environmental problems of their environment, instilling in them awareness and training in environmental education to create a multiplier effect and to improve their quality of life.

Targeting Behavior: Participatory Curriculum Development for Community-Based Environmental Education in Vietnam

A participatory curriculum development process was undertaken to design and implement a university-level, community-based environmental education training course to target behaviors and thus increase the effectiveness of conservation programs in central Vietnam. The process included (1) stakeholder analysis, (2) training needs assessment, (3) development of a curriculum framework, (4) training of trainers, (5) curriculum review workshop (6) development of a detailed curriculum, workbook and teacher's notes, (7) testing and verification of the field methodology and development of a field manual, (8) teaching of courses, and (9) development of monitoring and evaluation protocol. Participatory field activities were used to develop specific strategies to understand and alleviate local conservation problems by targeting specific behaviors related to particular conditions of knowledge, skills, attitudes, barriers and/or options.