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1.
Abstract

This article introduces the core concepts that emerged from five environmental education action research studies conducted by a group called Learning Communities in Environmental Education, Science and Mathematics (CEAMECIM) from the Universidade Federal do Rio Grande (FURG) in the south of Brazil. The studies focus on teacher education processes in learning communities involving teachers, researchers and environmental educators, and the critical writing and reading texts of classroom recordings to problematise participants’ teaching practices. CEAMECIM used action research cycles to examine narratives of educational action, narratives from teachers concerning their development as environmental educators, and narratives of their development of a sense of belonging, with a particular focus on critiquing social models that are based on hierarchies and individuality. From this analysis, we propose a new perspective on being and learning how to become a learning community, crystallised by the belief that ‘we are more when we are together’.  相似文献   

2.
Abstract

The environment as an issue has been prominently before the public for almost two decades. Yet the question of how much the public knows about their environment or about environmental issues has seldom been considered in the research literature. Using data from a statewide survey, this paper examines the general level of public environmental knowledge and analyzes the sociodemographic characteristics correlated with such knowledge. The results indicate that public environmental knowledge remains painfully low, and that the major correlates of environmental knowledge are education, income, and sex. The need for the development of environmental knowledge scales that can be applied across a variety of research is discussed.  相似文献   

3.
Abstract

Four student-led investigations conducted as part of the NSF-funded Explorations from an Aerial Perspective program demonstrate how participatory action research can provide a framework for realizing environmental education goals. Students conducted the investigations–which focused on community land-use issues–in cooperation with teachers, nonformal educators, and community members. On the basis of the results of their research, the students organized activities that engendered positive changes in their local environments.  相似文献   

4.
Abstract

This article discusses an analysis of abstracts of Brazilian theses and dissertations on environmental education from a database organised and maintained by a group of researchers in the EArt Project (www.earte.net). In presenting extracts of key trends in this dataset, our aim is to provide a snapshot of the many possible approaches to, and histories of, Brazilian environmental education research. The data also allow us to raise some questions that explore possible ‘blank spots’, ‘blind spots’ and ‘bald spots’ in Brazilian research on environmental education. Given the temporal development of the research field since the 1980s, we illustrate these ‘spots’ by exploring data related to epistemological and methodological diversity, from the viewpoint of knowledge areas as well as the graduate programmes that have been developing research on environmental education. Finally, we draw a picture of the methodological trends that have been privileged by Brazilian researchers, and pose questions as to what is needed in shaping an agenda for research on environmental education in Brazil into the future.  相似文献   

5.
Abstract

This article discusses recent Brazilian research on the relationship between environmental education and cultural studies. Television narratives about the environment and/or sustainability in our everyday lives are used to pose some initial questions about this relation. First, culture is discussed briefly showing how it potentially relates to teaching and informs our role as environmental educators. We argue that culturalist perspectives on research in environmental education politicise teaching practices, even though they are in a context that strays from prerogatives that envisage a future world marked by sustainable development and a green economy. We investigate the impacts of television narratives and images on our everyday lives wherein we are consistently taught particular written and visual messages about how to plan for our future. Examples are draw from the teaching effects of a Brazilian television programme called Repórter Eco, broadcast on a public television network, including the sustainable management of the baru (a typical tree from the Brazilia Cerrado). We argue the educational aspects of television programmes should receive critique, as the relationships established between people and various media artifacts produce particular meanings and ways of seeing the world. This presents a challenge for teachers as examining these subjective ways carefully requires critical examination, not only in terms of education for sustainability or environmental preservation, but also teaching using media.  相似文献   

6.
This paper argues for an increase in the application of empirical evidence to the task of improving the quality and impact of environmental education. Whilst the global scene in environmental education appears to portray optimism and great endeavour, there remain key issues to resolve. Such issues include the apparent lack of impact of formal educational programmes on individual's environmental awareness and concern. The paper argues that an empirical research base can illuminate significant findings relating to human motivation and cognition which may help to resolve such issues. It provides an overview and discussion of some of the findings of one particular substantial international research project in order to illustrate the underpinning case for using research to inform both policy and practice and gives some examples of how the evidence generated from this research programme is being used to shape educational policy and practice.  相似文献   

7.
ABSTRACT

Students must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education.  相似文献   

8.
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   

9.

This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse.  相似文献   

10.
Abstract

Residential environmental education camps provide a setting that can result in beneficial changes in participants' self-esteem, interpersonal relationships, and feelings of connection with the natural world, as well as stimulating greater interest in future low-impact recreation experiences in natural areas. When students learn how ecosystems function and about environmental action strategies that contribute to their maintenance, they develop more environmentally responsible behaviors. Wolf Creek Nature Camp is an environmental education program that integrates awareness of the natural environment, knowledge of environmental concepts and issues, and action on environmental problems. The 2-week program raises campers' self-esteem; increases their interest in, and curiosity about, nature, and fosters outdoor skills. Enhanced self-esteem is a major influence on their desire to take further environmental action.  相似文献   

11.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

12.
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   

13.

This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals.  相似文献   

14.
Abstract

This article describes an experimental environmental education course in rural schools in India's central Himalayas. The course was designed to introduce environmental and livelihood issues into mainstream curriculum. The Uttaranchal Environment Education Centre initiated this program in 1987 with the help of national and state departments of education. This practical course focuses on land degradation, which is the region's major environmental problem. Students learn how to manage their village ecosystem to ensure maximum sustainable productivity. Currently, 1,000 teachers in 530 schools offer the course to approximately 68,000 students.  相似文献   

15.
《师资教育杂志》2012,38(1):85-96
Abstract

The purpose of the paper is to present and analyze research on teacher education in Brazil, focusing on the research production of graduate programs and research centers (represented by theses, dissertations and final reports of studies developed in the country by Brazilians), and articles published in national journal by Brazilian authors. First, a brief history of the development of educational research in Brazil is presented; this is followed by a discussion of the state of the art of research in Brazilian teacher education. Finally, some conclusions and recommendations for the future are presented.

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16.
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17.
《Africa Education Review》2013,10(2):234-244
Abstract

In this article, the authors have chosen to inquire into a topic that has specific relevance to the status and inclusion of environmental education in the curriculum at a stage when the translation of policy into practice stands at the crossroads: the transition of environment as phase organiser to environment as integral to all learning areas. In education praxis, the translation of policy into practice is in the hands of educators and teachers (using the terminology as suggested in this article). The issues and challenges regarding the implementation of environmental education policy as experienced by educators and teachers are identified through examining this phenomenon as portrayed in two case studies where in-service education and training (INSET) in relation to environmental education occurs. This study is one of the first to provide a researched background that identifies issues and challenges that impact on the implementation of environmental policy in formal education contexts.  相似文献   

18.
This introduction to a special issue of Environmental Education Research explores how environmental education is shaped by the political, cultural, and economic logic of neoliberalism. Neoliberalism, we suggest, has become the dominant social imaginary, making particular ways of thinking and acting possible while simultaneously discouraging the possibility and pursuit of others. Consequently, neoliberal ideals promoting economic growth and using markets to solve environmental and economic problems constrain how we conceptualize and implement environmental education. However, while neoliberalism is a dominant social imaginary, there is not one form of neoliberalism, but patterns of neoliberalization that differ by place and time. In addition, while neoliberal policies and discourses are often portrayed as inevitable, the collection shows how these exist as an outcome of ongoing political projects in which particular neoliberalized social and economic structures are put in place. Together, the editorial and contributions to the special issue problematize and contest neoliberalism and neoliberalization, while also promoting alternative social imaginaries that privilege the environment and community over neoliberal conceptions of economic growth and hyper-individualism.  相似文献   

19.
ABSTRACT

This article discusses ethical issues involved in facilitating the research of young people on controversial issues. This article considers the potential ethical dilemmas of teachers facilitating a particular form of activism – youth participatory action research (YPAR). We consider how teachers foster school-wide conversations on difficult issues and support students who wish to take a critical stand on issues of race, class and gender. The article also discusses how to scaffold the exploration of topics that require emotional maturity and might lead to shifts in beliefs that run counter to the values of one’s family.  相似文献   

20.
ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.  相似文献   

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