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Dissertationen zum Thema „Environmental education“
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1
Carty, Paula Christine Carleton University Dissertation Geography. „Thinking environmentally; environmental information and environmental education“. Ottawa, 1996.
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2
Rwema, Christian M. „Environmental education“. Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/13555.
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Shvadlenko, Irina. „Evaluation of Environmental Education Software “Protecting Your Environment”“. Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108407292.
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Ng, Hin. „Environmental Education Centre“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.
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Ng, Hin, und 吳衍. „Environmental Education Centre“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.
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Johnson, Brian. „Can Education Improve the Environment? Applying the Pressure-State-Response Environmental Indicator Framework to Environmental Education Program Outcomes“. Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375367966.
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Sethusha, Mantsose Jane. „How primary school learners conceptualize the environment and environmental education“. Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.
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Sunderlal, Shinara. „Treble in the Environment: Incorporating Music into Environmental Education“. Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/77.
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In this era where global sustainability is challenged, environmental education plays a vital role in building environmental awareness. Other roles of environmental education include the promotion of responsible citizenship and the fostering of environmental advocacy in children. As a way to strengthen these goals of environmental education, this thesis explores the dynamic uses of music to compound on the fields impact. I argue that the benefits of music outlined suggest music’s power to heighten environmental sensitivity from a young age. I use narratives from the environmental education, music, education, and psychology discourses to demonstrate the theoretical advantages of music in conjunction with environmental education. I also conduct my own research with Pitzer’s Leadership in Environmental Education Partnership, to put the theories into action. As a result, I find music to be an antecedent to the development of environmental sensitivity; music is not only instrumental in promoting environmental citizenship, but can be a way to achieve an environmental revolution by inspiring communities to mobilize for change.
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Thomas, Matthew. „Environmental education on-line : an evaluation of internet use in environmental education /“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envt459.pdf.
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Figueiredo, Vera Lucia. „EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND“. Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.
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Могильна, Наталія Олексіївна, Наталия Алексеевна Могильная, Nataliia Oleksiivna Mohylna und Mayombola Fundisha. „Environmental education fn Tanzania“. Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/8225.
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Le, Roux Kim. „Research portfolio : environmental education“. Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.
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West, Sarah. „Evaluation of environmental education“. Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5491/.
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Environmental education is a diverse field, carried out by many different types of organisations and individuals in a variety of formal and non-formal settings. In this era of accountability environmental educators are increasingly being asked to demonstrate the success of their projects through evaluation. In this thesis, I explore evaluation practice within environmental education in the UK from the perspectives of practitioners and their participants. I used a mixed-methods approach to discover what practitioners and participants feel are the outcomes of environmental education, comparing them with each other and the limited literature on the topic. Practitioners suggested a wide range of different outcomes, which I categorised into outcomes for the environment, for the individual, the wider community and the institution running the project. A particularly diverse range of outcomes for the individual were suggested by practitioners and their participants. Few studies have examined the evaluation practice of environmental education practitioners, but the literature suggests a lack of a culture of evaluation within the sector. Practitioners in my sample report evaluating their projects more frequently than is reported in the literature. However, I used the Kirkpatrick typology of evaluation to categorise the types of evaluation conducted by these practitioners and revealed that much of this is mainly a fairly superficial assessment of how much participants enjoyed the activities. The barriers practitioners face to evaluation is another understudied research area, and I divided the barriers discussed by practitioners and participants into methodological and practical barriers. Lack of time is the biggest challenge faced by practitioners, and this has implications for the quality of the evaluations that are conducted.
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Karr, Jolanda Tracie. „Environmental education: The equalizer“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.
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Kao, Trai-shar. „Environmental education in Taiwan : a curriculum development of environmental education for primary schools“. Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294626.
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Wagiet, Razeena. „Environmental education : a strategy for primary teacher education“. Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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SOUZA, ROOSEVELT FIDELES DE. „AN EXPERIENCE ON ENVIRONMENTAL EDUCATION: BUILDING SOCIAL-ENVIRONMENTAL VALUES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4302@1.
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Este estudo teve como motivação inicial a experiência
profissional do autor,como educador e geógrafo, atuando
na
iniciativa denominada Projeto de Educação Ambiental com
Crianças de Escolas públicas, que vem sendo realizada no
campus da Pontifícia Universidade Católica do Rio de
Janeiro desde 1998. Este projeto foi desenvolvido pelo
Núcleo Interdisciplinar de Meio Ambiente - NIMA/PUC-Rio,
com o objetivo de integrar as escolas públicas com a
Universidade, através de aulas de Educação Ambiental,
tendo
como meta a formação de valores ético-ambientais para o
exercício da cidadania das futuras gerações. Baseado
nesta
experiência de projeto social, que visa atender às
crianças
mais carentes que estudam nas escolas públicas no
bairro da Gávea e moradoras das comunidades carentes da
Rocinha, Vidigal, Parque da Cidade e Cruzada São
Sebastião,
localizadas próximas ao campus da PUC-Rio, são
apresentadas aqui as reflexões e potencialidades de
transformação social do Projeto de
Educação Ambiental com Crianças de Escolas Públicas.
A análise deste Projeto, enquanto um modelo que visa
responder aos atuais apelos da recente Lei Federal de
Educação Ambiental e da Lei Estadual, sobretudo no
que se refere a sua dimensão não-formal, constitui o
escopo
desta dissertação. Em outras palavras, este trabalho
avalia
as ações e práticas educativas voltadas para a
sensibilização da coletividade sobre as questões
ambientais, com a participação e parceria de escolas,
Universidade e empresas, e das transformações processadas
com valores éticos presentes na relação do homem com o
seu
meio ambiente, através de um projeto de Educação
Ambiental,
realizado junto às crianças e adolescentes estudantes da
rede pública de educação no Estado do Rio de Janeiro.This research was motivated by the author s professional experience, as a Geography teacher, working as a member of the team responsible for the Project of Environmental Education for Public School Children, which has been taking place within the Pontifical Catholic University of Rio de Janeiro campus since 1998. This project was developed by the Interdisciplinary Center for the Environment - NIMA/PUC-Rio to promote the integration of the public schools with the university,throughout Environmental Education classes. The goal of the project is to develop ethical-environmental values for the exercise of future generations citizenship. The purpose of this initiative is to serve the poor children, who attend classes of the public schools of Gávea, Rocinha, Vidigal, Parque da Cidade e Cruzada de São Sebastião neighborhoods, located near by PUC- Rio campus. Based on this experience, the author describes the perspectives for social change of the Project of Environmental Education for Public School Children. The core subject of this dissertation is an analysis of this project, taken as a model response to the determinations of the recent Federal and State Laws for environmental education, with emphasis on non-formal education. In other words, this essay describes the educational actions and practices designed to wake up collective sensibility towards environmental issues, relying on the partner ship established by schools with universities and companies. This dissertation is concerned with the ethical valves which comes out of the relation ship between mankind and its surrounding nature and the transformations that can be accomplished by an Environmental Education Project such as this one offered to the children of the public education system of the State of Rio de Janeiro.
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Loshak, O., und K. Bondarenko. „Economic aspects in environmental education“. Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8543.
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Brannon, Pamela A. „The Oakhurst Historic House and Environment Center : opportunities for environmental education“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546127.
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The goals of the report were to present: 1) the rich historical, cultural, and George A. Ball estate environmental education Incorporating thisheritage; context of environmental education at the Oakhurst Historic House and Environmental Center; and 4) design guidelines for the physical manifestation of site experiences which will occur to meet environmental education objectives.Chapters One and Two begin with the history of the Ball Brothers in Muncie and their development of Minnetrista Boulevard. Oakhurst, the George A. Ball estate, is discussed at greater length including its architectural history and physical setting and development over the years to its probable future as the Oakhurst Historic House and Environmental Center.Chapter Three discusses the opportunity to facilitate use of the Oakhurst Historic House and Environmental Center by special populations, such as the elderly, the young, and the handicapped and their special characteristics, needs, and interpretive orientations. Chapter Four discusses environmental education and suggests three approaches while Chapter Five details specific activities incorporating the three methods of environmental education. Chapters Six and Seven discuss appropriate methods of interpreting historic landscapes for educational purposes and suggest design guidelines for the physical development of the property as the Oakhurst Historic House and Environmental Center.Department of Landscape Architecture
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Melville, Hestelle Ronette. „Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints“. Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/440.
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Loughland, Anthony Francis. „The relationship of pedagogy and students' understanding of environment in environmental education“. University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/313.
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Environmental education is a relatively young area that can trace its roots back to the global environmental crises of the late 1960s and 1970s. Research in environmental education since this time has established the justification for its existence in the formal curriculum of schools. Less research has been conducted on the actual pedagogy of environmental education. This forms one part of the justification for this research study. The other justification for this research study is school students' objectification of the environment evidenced from the findings of a large survey of NSW school students. The objectification of the environment finding referred to students' responses that suggested that the environment was separate from them in contrast to a minority of students' responses that referred to a relational view (Loughland, Reid, Walker & Petocz, 2003). The two foci of pedagogy and students' understandings of the environment come together in the research question of this thesis, what is the relation between pedagogy and representations of the environment in environmental education? A Bernsteinian model of pedagogy, the pedagogical device, underpins the theoretical analysis of the pedagogy of environmental education in this study (Bernstein, 1990). A particular aspect of this device, the pedagogic recontextualising field, is used as a framework of analysis for the exposition of the major influences on the development of pedagogy of environmental education in NSW. Another theory of pedagogy, the NSW Quality Teaching Framework, is used to offer a performative angle on pedagogy to provide theoretical triangulation for the study. The pedagogy of environmental education was examined through a classroom ethnography with the researcher acting as a participant observer. The data were in the form of field notes, curriculum materials including children's literature, transcripts of classroom learning and products of students' learning. The analysis of the data was conducted using a variety of methods of analysis. The data were initially coded for themes that were the different representations of the environment in the pedagogy of this classroom. Further, the NSW Quality Teaching Framework (NSW DET 2003) was used as a theoretical framework of analysis in order to examine the data from the perspective of student performance in relation to current understandings of what constitutes good pedagogical practice. Next, Bernstein's model of the pedagogic device (1990) was used to analyse the data in the larger context of the social construction of knowledge in the school curriculum. This analysis incorporated Bernstein's original notions of pedagogical classification and framing (1971). This study has two main findings. First, the pedagogy of environmental education has strong classification and framing (after Bernstein 1971) that supports the objectification of the environment. Second, there is also some weak framing of the pedagogy of environmental education that generally does not support the objectification of the environment. The implications for these findings for practice are that environmental educators should be aware of deterministic curriculum that seeks to impose one view of the environment onto students. This curriculum positions the environment as an object that needs to be saved through human intervention. Further research into the pedagogy of environmental education that explores the relation of students' understandings of the environment and their relation to the epistemological and theoretical bases of pedagogy is warranted as a result of this study.
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Mony, Preethi R. S. „Assessing environmental literacy in Florida's 4-H environmental education program“. [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1001169.
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Tilbury, Daniella. „Environmental education : developing a model for initial teacher education“. Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.
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Clark, Erica M. „Kids Planning Our Environment: Environmental Education as a Tool for Community Stewardship“. Virginia Tech, 2002. http://hdl.handle.net/10919/37082.
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A constant in all planning activities is interaction among stakeholders. Despite the involvement of many stakeholder groups, one faction is consistently overlooked in planning decisions: children. In the push to make decisions and consider the numerous viewpoints of the adult population, children are habitually left by the wayside. Planners all too often fail to acknowledge that local children may have insightful and creative ideas to address issues. This is particularly true when these issues affect local children, as is often the case with environmental planning decisions. How can planners incorporate children in the practice of environmental planning?
Environmental education provides a unique approach through which planners can integrate childrenâ s ideas. This approach can be directed toward youth-initiated venues for bringing environmental planning into the classroom. By blending environmental education with the structure of a classroom setting, we can create a mutually beneficial setting where childrenâ s unique perspectives can be nurtured.
By using environmental education to create a basis of knowledge about local issues and to provide a forum for childrenâ s participation, their ideas can be incorporated into planning. The following chapters discuss the importance of including children in environmental planning as well as how to use environmental education as an approach toward this end. Three case studies illustrate how programs in the United States are challenging youth to become active stewards of their local environments. Although environmental education can be utilized for children of all ages as well as adults, this paper focuses on grades four through nine.
The unique perspective and dynamic that children possess is often undermined and overlooked. The benefits of involving children are numerous. They can provide creative insight, learn decision-making skills, and become stewards of their local environment. There are also challenges to involving children. Forefront among these challenges is that utilizing a child-initiated forum often requires more time from planners. By providing background education and a familiar forum for children, educators and planners could overcome traditional barriers to incorporating child-initiated planning.Master of Urban and Regional Planning
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DeVault, Carol Aline. „Working for the environment: Pathways to environmental careers“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.
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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.
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Bartosh, Oksana. „Learning through environmental education : exploring the influences of environmental education programs on student learning and achievement“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/11874.
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The purpose of this study is to examine student learning experiences and outcomes in an environmental education high school program and investigate how these experiences and outcomes differ from those in “traditional” programs. Specifically, I explore how involvement in environmental education influences high school students’ learning and performance across subject areas, their attitude to school and the environment, and their social competency skills.
To address these questions I conducted a comparative study of grade 10 students enrolled in two different high school programs in one public school in Washington State, USA: an integrated environmental education program and a traditional science program. The study was undertaken between fall of 2005 and June of 2006. To investigate and compare student experiences in the two programs I adopted a mixed methods research design, collecting both quantitative and qualitative data. The quantitative data included standardized achievement test scores in mathematics, language arts and science, Science Inquiry tasks, GPAs and surveys regarding attitudes, practices and demographics. The qualitative data were gathered through open-ended survey items, student, teacher and staff interviews and observations. The data were analyzed using statistical analysis and qualitative procedures and triangulated to obtain more reliable results and inferences.
This study indicates that students who participate in a yearlong integrated environmental education program demonstrate higher achievement on state standardized tests and Science Inquiry Tasks, higher GPA, and better attitudes towards school and the environment than students in a non-EE program. They also experience more diverse learning and report gaining social skills, better understanding of themselves and others, and developing a sense of community and respect for the environment all of which led to active participation in environmental actions and projects.
This dissertation contributes empirical information on the impact of environmental education programs on student learning and achievement, thereby filling a gap in the literature. The study suggests that through environmental education programs we can provide learners with a richer, more comprehensive experience that ties learning to the real world, advances thinking abilities and helps students to perform at high levels.
27
Strubhar, Andrew J. Hines Edward R. „Environmental scanning in physical therapy education“. Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995670.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, James C. Palmer, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 133-145) and abstract. Also available in print.
28
Hoadley, Sarah L. „Environmental education : factors behind curriculum adoption“. Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.
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Bassein, Emma (Emma R. ). „A digital path to environmental education“. Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/114116.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences, 2006.Cataloged from PDF version of thesis. Pages 25 and 37-39 missing from original thesis.
Includes bibliographical references (page 28).
Digital technology has become completely engrained in the process of scientific research. Grade schools are beginning to incorporate computers and other digital devices into the learning process as tools for learning other subjects, including science. Educators have experimented with a variety of programs that incorporate computers, such as digital tutors, simulations of natural systems, and interactive simulations. This study aimed to demonstrate that handheld computers are a useful resource in problem-based learning environments. A "mini-curriculum", focused on making handheld computer-aided measurements of the key environmental parameters in marine estuaries, was designed and taught to eleven students from the Palmetto Ridge High School in Naples, Florida over a two week period. Students' reactions to both the curriculum and the computers were overwhelmingly positive. This proof-of-concept trial indicates that handheld computers have the potential to be a very useful tool in problem-based learning.
by Emma Bassein.
S.B.
30
Naumets, V. „Theory and practice of environmental education“. Thesis, Вид-во СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/11739.
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Lindemann, Monica A. „Environmental Virtue Education: Ancient Wisdom Applied“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4859/.
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The focus of environmental philosophy has thus far heavily depended on the extension of rights to nonhuman nature. Due to inherent difficulties with this approach to environmental problems, I propose a shift from the contemporary language of rights and duties to the concept of character development. I claim that a theory of environmental virtue ethics can circumvent many of the difficulties arising from the language of rights, duties, and moral claims by emphasizing the cultivation of certain dispositions in the individual moral agent. In this thesis, I examine the advantages of virtue ethics over deontological and utilitarian theories to show the potential of developing an ecological virtue ethic. I provide a preliminary list of ecological virtues by drawing on Aristotle's account of traditional virtues as well as on contemporary formulations of environmental virtues. Then, I propose that certain types of rules (rules of thumb) are valuable for the cultivation of environmental virtues, since they affect the way the moral agent perceives a particular situation. Lastly, I offer preliminary formulations of these rules of thumb.
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Lacey, Jacqueline Marie. „Teaching social skills through environmental education“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
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Ficke, David Russell. „Environmental education and high school backpacking“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.
34
Kopelke, David. „Environmental education through listening to children“. Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60239/1/David_Kopelke_Thesis.pdf.
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Environmental education centres contribute to schools and communities in Environmental Education and Education for Sustainability through nature and urban -based, experiential learning and action learning approaches. An underlying assumption of these centres is that intensive, short-term, outdoor/environmental education experiences can change key attitudes and/or actions leading to positive environmental behaviour. This study reflects the interests of a researching professional who investigated aspects of a program that he designed and implemented as principal of an environmental education centre. Most evaluations of similar programs have used quasi-experimental designs to measure the program outcomes. However, this study considered the experiences of the program from the perspectives of a group of key stakeholders often overlooked in the literature; the children who participated in the program.
This study examined children’s accounts of their own experiences in order to contribute new understandings of children’s perspectives and how they can be considered when designing and implementing environmental education programs. This research drew on key theoretical assumptions derived from the sociology of childhood. Within sociology of childhood, children are considered to be competent practitioners within their social worlds, who, through their talk and interaction, participate actively in the construction of their own social situations. This approach also views children as capable and competent learners who construct their knowledge through everyday participation in social experiences.
This study set out to generate children’s own accounts of their experiences of a five day residential program at the Centre. In total, 54 children participated in the study that used a multi-faceted data collection approach that included conversations, drawings, photographs and journal writing. Using content analysis, data were analysed by means of an inductive approach to develop themes related to the children’s perspectives of their experiences. Three interrelated and co-dependent components of the experience emerged from the analysis; space and place; engagement and participation; and responsiveness and reflection. These components co-exist and construct the conditions for effective experiences in environmental education at the Centre.
The first key finding was the emphasis that the children placed on being provided with somewhere where they could feel safe and comfortable to interact with their environment and engage in a range of outdoor experiences. The children identified that place was an outdoor classroom where they could participate in first-hand experiences and, at times, explore out-of-bound spaces; that is, a place where they had previously been limited, often by adults, in their opportunities to interact with nature.
A second key finding was the emphasis that the children placed on engagement and participation in environmental experience. The children described participating in a range of new primary experiences that involved first-hand, experiences and also described participating in collaborative experiences that involved interacting with peers and with teachers, who appeared to behave differently to how they behaved at school. Finally, the children described a different type of interactional relationship with teachers, comparing the active educational role they played on camp to a more passive role at school where they sat at a table and the teacher wrote on the board.
The final key finding was the emphasis that the children placed on responsiveness and reflection in the experience. In responding to their experiences, the children described the fun and excitement, confidence and satisfaction that they gained from the experience. The children also identified how their experiences contributed to the development of a caring-for-nature attitude and the value of a disorienting dilemma in promoting responsiveness to the environment. This disorienting dilemma was an event that caused the children to reassess their own beliefs and attitudes.
From the three main findings, a theoretical framework that represented the children’s accounts of their experiences and a pedagogic approach that respected their accounts was developed. This pedagogic approach showed how a disorienting dilemma could create a disequilibrium in relation to a child’s existing ideas and experiences. As a result, children were challenged to reflect upon their existing environmental beliefs and practices.
The findings of this research have implications for the field of environmental education. Adopting sociology of childhood provides an alternative foundation to research and can present a deeper understanding of what children believe, than an approach that relies solely on using scientific methods to undercover and analyse these understandings. This research demonstrates the value of gaining children’s accounts to assist educators to design environmental education programs as it can offer more than adult and educator perspectives. This study also provides understandings of environmental education practice by describing how the children engaged with informal learning situations.
Finally, two sets of recommendations, drawn from this study, are made. The first set considers nine recommendations about and for future research and the second relates to redesigning of the environmental educational program at the research site, with six recommendations made.
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Peluso, Monica <1992>. „Environment and Language: how language education can contribute to the environmental debate“. Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17334.
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This dissertation will investigate the role of language education, in particular foreign and second language education, in the current environmental debate.
Undoubtedly, the environmental crisis that we are living is bound to get worse in the very near future and the recent field of ‘environmental humanities’ has urged to confront it with an interdisciplinary approach where both social and natural sciences can provide effective solutions. Within this framework, a particular branch of linguistics, called ecolinguistics, started studying the relationship between language and environment by adopting different approaches and perspectives. Indeed, language is strictly intertwined with our cognitive, socio-cultural and physical reality and its contribution to the green problems can be meaningful but also manifold.
Language education seems the perfect platform where the theoretical framework of ecolinguistics can be put into practice. For this reason, this dissertation will examine and gather the main aspects that can foster environmental awareness and the protection of the natural environment in a foreign language class, through a literature review of the latest works. In particular, the first chapter will analyse the relationship between discourse and environment and how this can be used while teaching a language; the second will describe the ecological approach to language learning while the third will analyse how to implement environmental education in language curriculums. Finally, the last chapter will study how language education can help to preserve the world’s biocultural diversity.
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van, der Heijden Anna M. H. „Creating an Environmental Education Website at the Smithsonian Environmental Research Center“. Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1019050512.
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Westover, Jay Allen. „Integrating environmental education into the curriculum through environmental community service learning“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.
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The goal of environmental education is to increase individuals' ecological knowledge, awareness of associated environmental problems, and motivation to evaluate and implement solutions. This project combined the concepts of environmental education with community service learning to create a new method of curriculum integration: environmental community service learning. The California state standards for environmental education, service learning, language arts, mathematics, science, and social studies were integrated into four thematic units using the teaching methodologies of cooperative learning, authentic assessment, and reflection. The integrated, thematic units of this project could be used by educators in a multi-disciplinary, team teaching scenario on in a single classroom setting as either sequential, thematic units of study or independent activities.
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Lee, Tsz Ngong. „Advocacy of environmental education in education journals in the 1970s /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Addington, James R. „Education and Development in Rural Appalachia: An Environmental Education Perspective“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299705241.
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Leketi, Makgau Peter. „Evaluation of environmental education courses in Bophuthatswana colleges of education“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003407.
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This study evaluates Environmental Education courses in Bophuthatswana Colleges of Education. The semi-structured interviews with final year students, lecturers, rectors of colleges offering the courses, external examiners and the course co-ordinator at the Institute of Education at the University of Bophuthatswana (Unibo) are made. Written documents relating to Environmental Education courses, such as students' examination answer books, moderators' reports and minutes of meetings, are also used to evaluate the courses. Specifically, the aim of this study is to identify the strengths and the weaknesses of Environmental Education courses in Bophuthatswana Colleges of Education and this would present a contribution in the research field and also be useful in the further refinement of the courses. Strengths and weaknesses identified in this research are related to knowledge of Environmental Education and environmental issues, the syllabuses of the Environmental Education courses, the operation of the courses, the examining of the courses and the ethos and support of the colleges and the local university's Institute of Education. New insights are gained inter alia into the operation of Environmental Education courses in the Teacher Education programme in Bophuthatswana. An important contribution of the study is the application of the phenomenological paradigm, since it allows understanding of subjective experience as far as the operation of Environmental Education is concerned.
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Long, Blaise Edward. „A study of environmental education in Missouri a survey of project wet facilitators' understandings of environmental education /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4679.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 29, 2007) Vita. Includes bibliographical references.
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Miller, VirgÃnia Moura. „Environmental education for sustainability sustainability environmental education: the paths of Nursery School Teacher Izaldino in Maceià - AL“. Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.
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This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceià - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino â CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceià â SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in MaceiÃ, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and studentâs parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational SpacesO presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
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Kwok, Yee-man Rio. „Environmental Educational Centre“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952973.
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Jones, Sandra Joyce. „How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.
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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.
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Reddy, Shaada. „Adult conceptions of the environment: an analysis of a formal curriculum in Environmental Education“. Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/18323.
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This research reports on an evaluation of conceptions of the environment held by a group of students at the University of Cape Town. This group of students were all registered for the degree of Bachelor of Education, and included in their curricula the elective in Environmental Education. The research attempts to describe the constructivist approach as implemented in the course in Environmental Education over a prescribed period, and to explore the impact of such an approach on student conceptions. The research was conducted primarily through the use of two questionnaires together with unstructured interviews. The results of the questionnaires and interviews were used to assess both qualitatively and quantitatively the development of student conceptions of the environment. The first questionnaire was administered early on in the course, while the second was administered towards the end of the course. In this way it was possible to make a comparative study of the responses. The results indicate that the course contributed to some shift in student conceptions of the environment, and that it contributed also towards the development of environmental attitudes, values and behaviour. The work concludes with suggestions for developing aspects of the course design, in the light of insights gained by this research.
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Law, Barry Alan, und n/a. „Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education“. Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Law, Barry Alan. „Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education“. Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
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Gilbertson, Kenneth L. „Environmental Literacy: Outdoor Education Training and its Effect on Knowledge and Attitude Toward the Environment“. Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224793460.
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Kilian, Kay-Leigh. „Determining youths' level of understanding of environmental concepts in the sail training environment“. Bachelor's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/26383.
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The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.
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Webb, Natalie. „Envisioning 3D learning environments in environmental education: an exploration of the Konza Prairie“. Kansas State University, 2015. http://hdl.handle.net/2097/19033.
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Master of Landscape ArchitectureLandscape Architecture/Regional and Community Planning
Howard D. Hahn
“There is an alarming gap between awareness and action on [environmental issues]” (Sheppard, 2005). Public awareness of how to cope and change with these issues is lacking (Sheppard, 2004; Nicholson-Cole, 2005; Dockerty et al., 2005), but new visualization technologies can begin to bridge the gap through environmental education. Environmental education focuses on the user exploring an environment, environmental issues, problem solving and ways to mitigate these issues. While the younger generations (middle to high school students) are much more aware of current and future environmental issues than older generations, the solutions to these problems may not be so apparent. By combining the need to educate young adults about climate change, regional ecosystem climate mitigation, and ecological management for technologically driven youth, middle and high school students can better understand their environment’s impact on climate-change regulation. Through literature synthesis, documentation of existing visualization exhibits and technologies, and preliminary technology exploration, a production process, criteria, framework, and technology recommendations were established. These components informed the final storyboards, which visually organized a proposal to build a 3D learning environment focused on the Konza Prairie and its ecological management practices.