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1.
Abstract

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.  相似文献   

2.
Abstract

The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.

The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes.  相似文献   

3.
Abstract

The education system in Greece has responded promptly to the need for environmental education (EE). However, the existing lack of relevant research may limit the functionality of EE programs in Greece. In this study the goal was to develop a baseline database that would allow effective planning of EE. Specifically, the study was conducted to provide information on the environmental knowledge of 5th and 6th graders in a Greek city. A total of 686 students were surveyed. The results indicated that children's knowledge about the environment is influenced by their immediate experience as well as by the content of their textbooks.  相似文献   

4.
ABSTRACT

Tensions between schools and the outside world have often arisen out of the lack of contiguity between the aims of child‐centred education and the demands of society on education. Technology now offers the opportunity for neutralising these tensions; it is argued that technology confers on individuals more autonomy and reduces the power of the large organisation by exposing the weaknesses inherent in its structure; as society becomes more individual‐centred the logic of child‐centred education will become more clearly apparent. Yet education in its perception of the effects of technological change is short‐sighted and its response is marked by a kind of stereotypy. Some reasons for education's difficulties in understanding the effects of technological change are advanced while some developments in schools are identified as positive reflections of technologically‐induced change. It is suggested that recognition and understanding of the processes underlying these developments is necessary if we are to promote the benefits to be derived from the new changes.  相似文献   

5.
Abstract

This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended.

It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields.  相似文献   

6.
Abstract

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.  相似文献   

7.
ABSTRACT:

The influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined. It was found that students who attended the Sunship Earth program increased their ecological knowledge significantly. Participation in the Sunship Earth program did not result in more positive environmental attitudes. Part of the success of the Sunship Earth program is attributed to the setting in which it occurs and the techniques used to develop ecological concepts. The need for more opportunities for teachers to develop skills in environmental education and to participate in environmental education curriculum development that would link extension education more firmly to the school curriculum is discussed.  相似文献   

8.
Abstract

The status of the environmental education component of preservice teacher education programs is unknown nationally. This study surveyed 715 institutions of teacher education using a mail questionnaire. The response rate was approximately 63%. The results indicate that most schools have few requirements related to environmental education, and in the majority of schools environmental education is not institutionalized.  相似文献   

9.
Abstract

In December of 1997, an international conference was held in Thessaloniki, Greece, to celebrate the 20th anniversary of the Tbilisi Doctrine and to reorient education for sustainability in the 21st century. The culmination of this event was the Thessaloniki Declaration—a charter for the future of education for sustainability. In only 2 of the 29 statements made in the Declaration was the term environmental education mentioned. One of those references suggested that environmental education be referred to as education for environment and sustainability. The author believes that this scant use of the term environmental education indicates that the term is finding decreasing support in the international community. The author reviews reasons why environmental education's position is in peril and offers a status report on the current criticisms and weaknesses of environmental education. The author outlines several important strategies that must be implemented to preserve the name and the concept of environmental education for decades to come.  相似文献   

10.
Abstract

Initiated by recommendations in the reports of the study groups that examined the status of science education in the United States early in this decade, science-technology-society (STS) education has become accepted as a viable part of the school science curriculum. The social responsibility perspective on STS education that was embodied in those recommendations has become the most widely accepted. Approached from a social responsibility perspective, the goal of STS education is to help students develop the knowledge, skills, and affective qualities to take responsible action on the myriad of STS issues facing humankind. That goal is congruent with the superordinate goal of EE. Given the parallel and the lack of a body of research in STS education, recent EE research on responsible environmental behavior was used to generate a goal structure for STS education that is similar to one prepared for EE by Hungerford et al. in 1980. The STS goal structure is further explicated in a set of fifty-three learner competencies.  相似文献   

11.
Abstract

Personal interviews with elementary teachers were conducted to identify and determine the relative importance of barriers to environmental education (EE) in Palouse-region public schools. Results indicated that lack of time (both in the school day and for preparation) was the most important barrier. Other important logistical barriers were lack of instructional materials and lack of funding. Conceptual barriers included a nearly exclusive focus on science and an emphasis on the cognitive aspects of EE. Another barrier stemmed from teachers' misgivings about their own competence to teach EE. Although teachers generally had positive attitudes toward EE, most lacked the commitment to actually teach EE. Recommendations for reducing these barriers are presented, as are specific recommendations for future research.  相似文献   

12.

This paper deals with the provision of educational services and access to higher education of the Negev Bedouin Arabs in Israel, in the context of the social change this community is undergoing. The Negev Bedouin have been transformed from semi‐nomads and agriculturists to urban town dwellers. Education in general, and higher education in particular, are crucial to their adjustment and development. As members of the Arab minority in Israel, they face a number of inequities in the provision of educational services, access to higher education and access to job opportunities. The Negev Bedouin schools face additional problems related to the lack of qualified teachers and proper facilities. These schools have the highest drop‐out rates and the poorest success rates on the matriculation exams in the country. As of the 1993‐94 academic year, there were only 135 Bedouin Arab university graduates and 163 university students. Their higher education ratio is 2 per 1000, which is far below the Israeli national average of 80 per 1000. Recommendations are offered for improving the access of Negev Bedouin Arabs to higher education and their subsequent absorption into the Israeli labour market.  相似文献   

13.
Abstract

The initial and inservice education and training of adult tutors has been described as “the biggest challenge facing the field of adult education” (UNESCO 1985). Studies and reports from many countries suggest that although the importance of, and the necessity for such preservice education is clearly recognised, few substantive efforts to meet this challenge have been made.

This paper attempts to unravel the factors contributing to inadequacies in the preparation and training of professionals in the field of adult education. In Ireland, as in other countries, a host of organisations and agencies make provision for the education of adults. However, adult education is virtually “invisible” in contrast to other sectors of education. The situation is due, mainly, to the lack of status ascribed to, or achieved by adult education. The structural location, the content and the process of adult education have been identified as the major contributory factors responsible for this low‐status. Inadequate provision for the preparation, training and retraining of adult educators is one of the causes of the low status of adult education and also the effect of such status.

The “patternless mosaic” of agencies providing courses and their attempts to offer professional training to their personnel are examined and some remedies to up‐grade both the status of the adult educator and the totality of adult education are suggested.  相似文献   

14.
The term environment‐based education (EBE) describes a form of school‐based environmental education in which an instructor uses the environment as a context for integrating subjects and a source of real world learning experiences. Despite the growing body of evidence that supports the educational efficacy of this instructional approach and its grounding in high‐quality environmental education, relatively few US teachers seem to practice EBE (University of Maryland Survey Research Center 2000 University of Maryland Survey Research Center. 2000. Environmental studies in the K‐12 classroom: A teacher’s view, College Park, MD: Author.  [Google Scholar]). In the context of encouraging more widespread adoption of this formal instructional approach, the author used survey research with a random sample of fifth–eighth grade teachers in US public schools to investigate influences on their decisions to use EBE and barriers to EBE implementation. The study also investigated how perceived influences on and barriers to EBE teachers differed from perceptions of teachers using other forms of environmental education and teachers using neither approach. Results suggest the importance of the following in teachers’ decisions to use EBE: positive environmental attitudes; environmental sensitivity; receptiveness to EBE; teaching context; and environmental literacy knowledge and skills. The influence that best discriminated between EBE teachers and teachers using other forms of environmental education was evidence of positive outcomes. The barrier that best discriminated among EBE teachers, teachers using other forms of environmental education, and teachers not using any form of environmental education was lack of training.  相似文献   

15.
Abstract

This paper studies university students’ job‐selection criteria as an indicator of how socio‐economic forces have deconstructed the state‐supported value system in China in the course of reformatting a society in which money‐power has risen to combat not only political control but moral forces. The analysis is based on the surveys conducted by Chinese researchers in various institutes and different regions between 1990 and 1995. The study suggests the increasing importance of “a good income” in graduate job selection, which is a reflection of a set of new concepts competing with the official ideology. Growing market forces, translated into educational reform as “economic efficiency”, have undermined the effectiveness of political‐moral education. Because of the collapse of traditional values and the lack of new ethical standards of conduct, “money talks” has become a norm guiding social behaviours and personal relationships, and has helped form a force to resist the power of political‐moral education.  相似文献   

16.
Abstract

In the last decade access initiatives have been designed to facilitate greater access and participation for people from marginalised groups who have traditionally been excluded from higher education. In common with international trends, young people with disabilities in Ireland have been included in this process. However, people with disabilities remain under‐represented in higher education. This study explored the quality of access to higher education for young people with disabilities through existing access routes. Both the young people and the professionals (career guidance teachers) agreed that access routes lack transparency. There was a dearth of professional knowledge about the options available to young people with disabilities leaving school. This lack of professional knowledge combined with the opaqueness of access routes forced the young people to rely on parental support and/or disability agencies for information and guidance. It can be concluded that goodwill and compassion are no substitute for an informed system that ensures equitable access for young people with disabilities to higher education.  相似文献   

17.
ABSTRACT:

Researchers and practitioners in environmental education have widely recognized the importance of facilitating the growth of positive environmental values among learners. Environmental Values Education (EVE) is included in environmental education programs, whether it is consciously planned or is an implicit part of the learner's experience. There are, however, many constraints to developing a well-planned EVE program and integrating this into the general curriculum; foremost among these is the need for teacher training in the theory and methods of EVE. Coursework and practical training for teachers is needed in several areas. When choosing appropriate strategies for teaching environmental ethics, each teacher will need to become familiar with the strengths and weaknesses of each approach, his or her own capabilities and need for further theoretical and practical training and the needs of learners and the nature of the situation at hand. Each learner's level of moral development is an especially important factor to consider when choosing and conducting EVE strategies. It is important for teachers to become familiar with school and community attitudes concerning values education, in order to implement a strong program in environmental values education while working within the existing realities of school policies and community expectations.  相似文献   

18.
Abstract

This Editorial to the current collection provides a brief historical, cultural, regional and contemporary picture of environmental education research in Brazil. Its main purpose is to offer readers a short background and orientation to the collection, and in so doing, illustrate how its contributions relate to some wider tendencies, trends and issues in environmental education, as well as to different locales of research and knowledge generation in the country. Of particular note for environmental education in Brazil are: the effects of social and political backdrops and issues, the unique environments on which environmental education is grounded, and how environmental education research, in turn, may echo or influence particular educational and public policies.  相似文献   

19.
Abstract

From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.  相似文献   

20.
Abstract

Science education in most non‐western societies is modelled on that of the west. Considering that science is a culture which westerners produced, we cannot but infer that science must be a foreign culture for non‐westerners and that science education in such a society must have some characteristics different from thoseof science education in a western society. In this essay, a model for a rationale of science education for a non‐western society is proposed, in which science and traditional culture can be seen tobe in conflict.  相似文献   

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