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1.
Abstract

A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.  相似文献   

2.

This article discusses the notion of globalisation by reference to several of its proponents and critics. Issues of citizenship education in an era of global electronic communications are examined and the author argues that citizenship education that has a global dimension will necessarily be concerned with economic, social and political inequalities between citizens both within and between nation states. Global divisions involve fundamental inequalities of resources, rights to residence and much else. Since globalisation invokes differing responses from citizens around the world and within nation states it is likely that global citizenship education will have varied effects.  相似文献   

3.
Abstract

In this article, the author discusses the barriers to ecology education in North American high schools within a new perspective. The author argues that new insights to overcome the barriers could be obtained when we examine the barriers from the following viewpoints: a) educational concern among ecologists, b) ecological concern among educators and philosophers, c) the nature of ecology and how to approach it among curriculum developers and teachers, d) anthropological and archaeological knowledge in ecological education, e) teaching evolution in secondary school curriculum, f) holistic views of ecological education, g) essential characteristics necessary for an adequate ecological education, h) the place of ecology in school curriculum, and i) preparation for action in school curriculum. Finally, the study provides 10 important steps that could help improve the status of ecology education in North America. These steps fall under levels: a) the level of educational institutions, b) the level of educational theory and curriculum development, c) the level of educators, educational philosophers, and ecologists, d) the level of ecology teacher education, and e) the level of teaching.  相似文献   

4.
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   

5.

This paper outlines the characteristics of peer mediation in schools and its potential, evident in the literature, for reducing pupil–pupil conflicts referred to teachers. Then, drawing on personal experience, research and a review of literature, the author argues that for peer mediation projects to be effective they need to be in synergy with the culture of the school, including its approach and vision to the management of conflict. Making this argument requires a means of modelling school culture, which will be outlined. Finally, the author argues that attention also needs to be given to how the service will be sustained.  相似文献   

6.

As we enter the new century, there are multiple debates about what teachers need to know, who should provide education for teachers, how teachers should be certified and licensed, and what role (if any) university-based teacher preparation should play in school improvement. The author argues that the future of teacher education in the United States depends to a great extent on the ways three fundamental questions are framed: the knowledge question, the learning question, and the outcomes question. To a great extent, the ways these questions are framed and their larger agendas for the purposes and consequences of schooling will determine the future of the field.  相似文献   

7.
Abstract

Environmental education for youth and adults is being redefined at resource agencies. The driving forces are education reform and citizen demands to be involved in environmental management decisions. The Washington Department of Fish and Wildlife examined its traditional environmental education programs and identified the need to create opportunities for citizen involvement as a means to educate while directly impacting its mission. Through a partnership with the Washington Cooperative Research Unit Gap Analysis Project, the Washington Department of Fish and Wildlife created the NatureMapping Program. The NatureMapping Program enables volunteers, including schools, to collect environmental data that are valuable to governments and communities for problem solving and decision making. A recent study of schools actively NatureMapping describes increased school-community links, motivated students, and a systemic change in curriculum through interdisciplinary inquiry. Resource experts have benefited from new species information and increased community involvement.  相似文献   

8.
This paper provides an overview of the OECD (CERI) programme on ‘Environment and School Initatives’ (ENSI). It describes the emergence and development of an ecologically‐driven agenda for school change, and its rationale, within a shifting policy‐context in which the environmental concerns of the public are being increasingly acknowledged. The programme can be interpreted as a policy response to public concerns. However, ENSI's agenda, the author argues, radically differs from a school improvement agenda based on economistic assumptions. The idea of ‘sustainable development’ as an education policy goal is examined in the light of these two agendas and found to carry ambiguous meanings. ENSI's agenda is concerned with transforming existing structures and processes of schooling to enable students to play an active role in shaping an ecologically sustainable social and economic order. The school improvement agenda is dominated by concerns about the economic performativity of individuals in society. It only appears to imply a ‘fine‐tuning’ of the traditional structures and processes of schooling rather than any radical transformation. The paper identifies conflicting trends within contemporary education policy contexts that carry very different conceptions of envimomental education for ‘sustainable development’. The author argues that in this situation there is a danger that the ENSI network will lose sight of its radical agenda and fail to sustain its previous momentum.  相似文献   

9.
《Open Learning》2013,28(3):309-315

Open learning through distance education has come to be accepted as a well-recognised mode of education and training relevant to, and necessary for, meeting the emerging demands of Indian society. Areas hitherto unreached by the conventional education system are now gradually being taken care of by the open learning system in India. One such area is the education and training of local self-government functionaries. Since their number runs in millions, it poses a pedagogical challenge for distance education. This paper argues that education and training programmes offered through the distance mode can effectively meet the training needs of a large number of functionaries, if such programmes are needs-based and give due recognition to the learning styles and preferences of the target group. The author builds his argument around the outcomes of his project in this area of training.  相似文献   

10.
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   

11.
Abstract

This article comments on a study designed to examine the effectiveness of the family-based, environmental education lead-poisoning program, The Adventures of Lead Commander (Marlowe & Trathen, 1996). Design and methodological weaknesses, such as the use of hair lead concentrations as a biomarker, call into question conclusions reached in the study. The effectiveness of the educational program cannot be ascertained from the data collected. It should be stressed, however, that environmental education projects such as The Adventures of Lead Commander are important in helping to educate the public and school children about lead poisoning and ways of minimizing exposure to this neurotoxin. Education and removal of lead sources are primary methods of reducing lead exposure.  相似文献   

12.
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   

13.
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   

14.
ABSTRACT

This paper argues that teachers in this technology‐rich era have a new role to play in their classrooms. As a knowledge facilitator, rather than a knowledge presenter, the job of the teacher is to create a computer‐ supported learning environment where learners are encouraged to think critically and creatively and to develop personal ownership and appreciation of the knowledge constructed. Classroom examples are given in this paper to provide evidence that the teacher's role is crucial in a successful computer‐ based learning environment. The implications of computer‐supported learning environments to teacher development and education are also discussed.  相似文献   

15.
Abstract

The mere existence of competency standards for an occupation is not, in itself, enough to tell us whether they will be a help or a hindrance for education and training providers. Instead, that will depend on what sort of competency standards they are and how they are being used by the education and training providers. This paper will describe, firstly, the types of competency standards that would be a hindrance for vocational education and training providers and those that would be a help. Secondly, assuming that competency standards of the helpful type are available, the paper will outline the ways of using them that would still be detrimental to vocational education and training, and contrast this with ways of using them so as to improve the provision of vocational education and training. As against the widely held belief that competency standards require a totally new approach to vocational education and training, this paper argues that this is true only of the type of competency standards that are a hindrance. The type of competency standards that are helpful to vocational education and training provide a powerful means of improving what has always been best practice in the design, delivery and assessment of vocational education and training courses.  相似文献   

16.
Abstract

This article approaches mentorship through an adult education lens. The author argues that using an adult education design for the initial preparation and continuing professional education of mentors and mentees enhances the value of the educational experience by making it responsive to adult learning needs and by communicating the importance of continuous learning. From this perspective, mentorship is seen as having tremendous potential to make a major contribution to adult learning for educators. By contributing to a philosophy and practice of lifelong learning, mentorship can breathe new life into the education profession.  相似文献   

17.
大学生环境教育刍议   总被引：3，自引：0，他引：3  
分析了我国大学生环境教育的现状，论述了大学生环境教育的必须性，在此基础上对在高等院校开展环境教育提出了建议和措施。  相似文献   

18.
《Africa Education Review》2013,10(4):127-141
Abstract

Life Orientation (LO) is judged by the Department of Basic Education to be critical for the development of social and environmental responsible behaviour among South African schoolchildren. Despite this crucial role, the research revealed that the participants in the study reported on do not succeed as expected with the fostering of competencies regarding social and environmental responsible knowledge, values and skills, as required by the South African Curriculum and Policy Assessment Statement. The research findings as obtained through structured classroom observations and semi-structured interviews and reported here, inspired the researchers to develop a generic and holistic framework which can assist LO teachers with the facilitation of social and environmental responsible knowledge, values and skills in a more positive and learner-centred way through environmental education.  相似文献   

19.
Abstract

This research investigated environmental literacy and nature experience among 1433 children and adults in Chengdu, China. Utilizing a standard measure of environmental literacy modified to be culture- and age-appropriate, we found almost universal agreement that nature should be protected. Although our results showed that older groups were less likely to enjoy experiences in nature compared to the younger ones, this was not reflected in a reduced appreciation for nature, which was high in all age groups. Within each category of student, age was associated with increased knowledge but decreased enjoyment of nature experiences and environmental concern. In contrast, among the adult residents, increasing age was associated with less objective knowledge but with more liking and concern about nature. Based on these results, we provide recommendations for environmental education that incorporates time in nature in order to foster environmental concern and behavior as well as knowledge.  相似文献   

20.
Abstract

The traditional methods of interpretation have placed most of the emphasis on presentation, form, and accuracy of content. These points remain important, but if the audience to whom the program is directed is not understood, the program will be a failure. There is a diversity of people found in recreation areas. Recent efforts in interpretive research have emphasized the need to include the audience as a factor in interpretive planning. This paper has been concerned with one such audience, the handicapped, and its purpose is to provide interpretive suggestions based on knowledge of their individual requirements.

One cannot conclude that because people have some physical or mental impairment, their needs for outdoor recreation, or abilities to benefit from it, are impaired. Rather, variations in interpretive approaches are required to match these unique visitors with a message. In many cases very little modification will be required.

Blind: As only five to ten percent of blind people read Braille, information can be best presented by way of sound, such as by use of cassette tape players. No special guiding apparatus is necessary; they move throughout the rest of the world without guide ropes or kickrails, and the interpretive setting is no different.

Deaf: If interpreters would use fingerspelling or some sign language, they could make some of their programs available to deaf persons.

Deaf-Blind: Because deaf-blind visitors would usually be accompanied by someone who is not handicapped, no special accommodations are necessary.

Mentally Retarded: Interpretation that is geared to their particular level of comprehension and which allows total personal involvement is the most satisfactory.

Ambulatory Limitations: Facilities made accessible and navigable is all that is necessary.  相似文献   

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