Academic literature on the topic '050203 Environmental Education and Extension'
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Journal articles on the topic "050203 Environmental Education and Extension"
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Souza, Tiago Zanquêta de. "Extension in popular environmental education: chores in the work community." Praxis & Saber 12, no. 28 (January 2, 2021): e10974. http://dx.doi.org/10.19053/22160159.v12.n28.2021.10974.
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This article is the result of doctoral research in Education, which sought to understand the Popular Extension in Environmental Education, experienced by a Work Community, in the city of Uberaba, Minas Gerais, Brazil. It aims to present the educational processes linked to what to do in popular environmental education. Data collection took place through participant observation and data were analyzed based on content analysis. It was possible to understand that all the people involved and committed to the transformation of that reality experienced in and by the work community, become environmental educators, through their most varied what to do. Thus, an environmental educator is a mediator of the understanding of the relations that the community (s) in which she is inserted with the environment, so that Popular Environmental Education is in tune with the spirit of a popular extension of character. educational and transformative, based on a participatory methodology that allows the development of a practice in which the people involved seek the construction and systematization of knowledge that lead them to consciously focus on reality.
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Almeida, Dayana, Renata Bovo Peres, and Andréia Nasser Figueiredo. "Rural environmental planning in a family farm: education, extension and sustainability." Ciência Rural 46, no. 11 (August 25, 2016): 2070–76. http://dx.doi.org/10.1590/0103-8478cr20150926.
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ABSTRACT: Developing research, teaching and extension in university programs is fundamental to capacitate professionals for the challenging endeavors. Considering the importance of these three university functions as relevant learning practices, the objective of this study was to analyze qualitatively the development of teaching project proposals associated with extension activities, directed to the rural environmental planning in an Agricultural Production Unit, in order to identify the issues and their degree of applicability. Twenty project proposals were developed in the "Rural Environmental Planning" course to plan an Agricultural Production Unit, which were subsequently evaluated by the farmer. This discipline is part of the Bachelor's degree course in Environmental Management and Analysis of the Universidade Federal de São Carlos. The projects followed qualitative research methods using the systemic and participatory approach. At the end of the process the farmer answered an evaluation matrix of the projects. Development of the projects was particularly important for the students and for their knowledge on the various topics covered, which also resulted in factual improvement perspectives in the Agricultural Production Unit. Construction of knowledge was participatory and integrated between the students and farmer.
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Hillock, David A., and Brenda R. Simons. "Oklahoma Gardening—Extension Horticulture Education Through Television." HortScience 33, no. 3 (June 1998): 507f—508. http://dx.doi.org/10.21273/hortsci.33.3.507f.
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In an era of shrinking Extension resources the question of how to reach large audiences with horticulture information is a pressing concern. Now in its 23rd year, Oklahoma Gardening is an example of spreading Extension information to large audiences through television. Oklahoma Gardening is produced cooperatively by the Oklahoma Cooperative Extension Service, the Dept. of Horticulture and Landscape Architecture, and the Dept. of Ag. Education, Communication, 4-H and Youth Development. The show offers traditional how-to information about gardening, lawn care, and landscaping, as well as up-to-date university research on horticulture. Extension specialists from other disciplines such as entomology, plant pathology, human environmental sciences, and soils frequently contribute to the show fostering cooperation between these programs. Weekly, Oklahoma Gardening reaches more than 175,000 viewers in Oklahoma and surrounding states. County Extension Educators are kept informed of programming and provided with support materials for each weekly show. They are also encouraged to provide input as to content and needs in their particular area of the state. In addition, consumer horticulture programming and show content are closely tied and the show serves as a bulletin board for horticulture related events coordinated by the extension service.
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Kholila, B. N., T. E. B. Soesilo, and H. Herdiansyah. "Agriculture extension as education to maintain environmental stability: Study in DKI Jakarta." IOP Conference Series: Earth and Environmental Science 802, no. 1 (June 1, 2021): 012003. http://dx.doi.org/10.1088/1755-1315/802/1/012003.
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Bader, Barbara. "Epistemological Renewal and Environmental Education: Science in Context." Australian Journal of Environmental Education 20, no. 2 (2004): 13–22. http://dx.doi.org/10.1017/s0814062600002160.
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AbstractThe instrumental relationship to nature and the realist epistemology that dominate the analysis of contemporary environmental issues have prompted me to develop an interest in a socialized conception of science in environmental education (EE) so as to throw into question a certain overappreciation of scientific expertise whenever the environment is at issue. This interest in an epistemological renewal has also impelled me to favour the socioconstructivist model of cognition in EE. The relevance of these various aspects is presented to the reader as the extension of a necessary epistemological renewal in EE, as various authors in this field of research have advocated.
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Knox, Gary W., Edward F. Gilman, and Sydney Park Brown. "ENVIRONMENTAL LANDSCAPE MANAGEMENT." HortScience 26, no. 6 (June 1991): 723B—723. http://dx.doi.org/10.21273/hortsci.26.6.723b.
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Environmental Landscape Management (ELM) is an extension education program developed to promote resource conservation and environmental protection through appropriate landscape design and maintenance practices. Use of ELM practices by Florida home owners and landscape professionals will conserve energy and water, recycle yard wastes, and reduce inputs of fertilizers and pesticides. Site analysis and appropriate landscape design and plant selection are inherent components of ELM. Guidelines for ELM integrate irrigation, fertilization, pest control, recycling of yard wastes and other cultural practices to result in a holistic approach to landscape management. Five videos, 3 slide sets, 20 newspaper releases, and a 45-page booklet, The Florida Environmental Landscape Guide, have been produced to support ELM. This information also will be available on CD-ROM in each county extension office.
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Smith-Sebasto, N. J. "Environmental Education in the University of Illinois Cooperative Extension Service: An Educator Survey." Journal of Environmental Education 29, no. 2 (January 1998): 21–30. http://dx.doi.org/10.1080/00958969809599109.
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Figueiredo, Rodolfo Antônio de, and Marcus Vinicius Farbelow. "A didactical approach proposition in Environmental Education in a brazilian higher education context." Revista Brasileira de Educação Ambiental (RevBEA) 13, no. 1 (March 30, 2018): 108–23. http://dx.doi.org/10.34024/revbea.2018.v13.2560.
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The majority of current disciplines in Brazilian university education is still rooted on the content-based-tradition concept, not adapting to the expectations of interdisciplinary fields. The aim of this article is to deepen the reflection about the necessary education in contemporaneity and to offer a real example´s analysis of the kind of education we understand as such. The approach´s main characteristics were dialogicity, the procedural construction of content, the inclusion of the dimensions of research and extension in education, and the formative assessment. The application of the proposed approach in a socio-environmental discipline allowed us to verify the relevance of its foundations, as well as the possibility to act on the real. We concluded that the use of what we called “learning-research-action didactical approach” is possible in individual disciplines - these owning the potentiality to transform gradually university courses´ curricula.
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C. Montalbo, Imelda, Blanca A. Alejandro, Steven L. Baylan, Rosita L. Lacea, Ganelan M. Pepito, and Gwendelina A. Villarante. "Sustaining Women Empowerment Community Extension Project: A Tri-Focal Partnership Model." Asian Journal of University Education 17, no. 3 (August 2, 2021): 21. http://dx.doi.org/10.24191/ajue.v17i3.14565.
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Abstract: Grounded from Theory of Change, this study aims to describe the impact of the extension project designed to empower marginalized women in Balamban Cebu, Philippines. Qualitative emerging themes obtained from interviews and focus group discussion revealed that women were empowered by nurturing positive emotions, enhancing self-worth, advancing environmental stewardship, and establishing accountability for sustainability, thereby improving the quality of their lives. A tri-focal partnership model as proposed that illustrates a dynamic interplay of the roles and functions among the University, local government unit, and other government agencies, which builds a sustainable community extension project in the community. Replication of an extension project would yield a good Return of Investment (ROI) to the University, which ultimately leads to a country’s more substantial economic growth and development.
Keywords: Women empowerment; a theory of change; extension project; tri-focal partnership model Philippines
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Abdulrahman, Ololade, Ibrahim Folorunsho Ayanda, Nofiu Babatunde Nofiu, and E. Udoma. "Leadership Effectiveness of Zonal Extension Officers by Extension Agents in Kwara State Agricultural Development Programme, Nigeria." BADEGGI JOURNAL OF AGRICULTURAL RESEARCH AND ENVIRONMENT 4, no. 3 (December 31, 2022): 1–8. http://dx.doi.org/10.35849/bjare202203/65/001.
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In the structure of the Kwara Agricultural Development Programme, the position of Zonal Extension Officers (ZEO) is vital and central to the execution of the extension programmes which are implemented through the frontline Extension Agents. The study examined the leadership effectiveness of the Zonal Extension Officers (ZEOs) in Kwara State Agricultural Development Programme, factors that hindered the leadership effectiveness of ZEOs and the demographic characteristics of ZEOs and Extension Agents (EAs) in Kwara State Agricultural Development Programme. One hundred and thirty (130) EAs and four (4) ZEOs were purposively selected for the study. Primary data were collected with a structured questionnaire and analysed with descriptive statistics while the hypotheses were tested with Pearson Product Moment Correlation and Chi-Square Statistics. Results of the study revealed that 94.6% of the EAs and all four ZEOs acquired tertiary education. The EAs and the ZEOs had an average of 8.01 and 5 years of field experience respectively. Furthermore, 59.2%, 58.5% and 50% of ZEOs were effective only in clarifying the organization’s goals, ineffective in staff motivation and communication respectively. There was a significant relationship between level of education (χ2 = 47.53, p=<0.05), years of experience (r=0.27, p=<0.05) of EAs and perceived leadership effectiveness of ZEOs. Based on the empirical evidence, the ZEOs need to improve their job performances. Extension personnel should acquire tertiary education with cognate field experience before they could function as ZEOs for optimum effectiveness.
Dissertations / Theses on the topic "050203 Environmental Education and Extension"
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Davis, Julie M. "Innovation through action research in environmental education : from project to praxis." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.
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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.
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Torres, Geovany Rocha. "The environmental education in university extension: a Program Analysis Parque Vivo." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16686.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃA pesquisa faz uma anÃlise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensÃo cadastrada na PrÃ-Reitoria de ExtensÃo da Universidade Federal do CearÃ, tomando-o como objeto para o estudo. Baseada na hipÃtese de que uma educaÃÃo ambiental crÃtica-ecolÃgica deve pautar-se na colaboraÃÃo entre os diversos setores da sociedade, e no contexto local do pÃblico atendido, avalia a situaÃÃo geogrÃfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construÃda com a Prefeitura Municipal de Fortaleza. Outra hipÃtese discutida à a de que a extensÃo universitÃria em educaÃÃo ambiental ainda carece de uma maior aproximaÃÃo com a realidade trabalhada, por isso traz para o debate uma reflexÃo sobre a importÃncia da extensÃo universitÃria no processo de educaÃÃo ambiental, aborda as opiniÃes da comunidade estudantil, dos professores do ensino pÃblico e particular, e dos gestores pÃblicos, e ainda, levanta algumas pistas sobre o impacto das âVisitas Monitoradasâ no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observaÃÃes participativas, anÃlises documentais, entrevistas e registros em vÃdeo e fotos. Os resultados obtidos comprovam que a colaboraÃÃo recÃproca dos agentes pÃblicos à fundamental para o sucesso da educaÃÃo ambiental, mas se as aÃÃes nÃo forem direcionadas para os reais problemas enfrentados pelo pÃblico alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por aÃÃes de educaÃÃo ambiental da universidade.
A pesquisa faz uma anÃlise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensÃo cadastrada na PrÃ-Reitoria de ExtensÃo da Universidade Federal do CearÃ, tomando-o como objeto para o estudo. Baseada na hipÃtese de que uma educaÃÃo ambiental crÃtica-ecolÃgica deve pautar-se na colaboraÃÃo entre os diversos setores da sociedade, e no contexto local do pÃblico atendido, avalia a situaÃÃo geogrÃfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construÃda com a Prefeitura Municipal de Fortaleza. Outra hipÃtese discutida à a de que a extensÃo universitÃria em educaÃÃo ambiental ainda carece de uma maior aproximaÃÃo com a realidade trabalhada, por isso traz para o debate uma reflexÃo sobre a importÃncia da extensÃo universitÃria no processo de educaÃÃo ambiental, aborda as opiniÃes da comunidade estudantil, dos professores do ensino pÃblico e particular, e dos gestores pÃblicos, e ainda, levanta algumas pistas sobre o impacto das âVisitas Monitoradasâ no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observaÃÃes participativas, anÃlises documentais, entrevistas e registros em vÃdeo e fotos. Os resultados obtidos comprovam que a colaboraÃÃo recÃproca dos agentes pÃblicos à fundamental para o sucesso da educaÃÃo ambiental, mas se as aÃÃes nÃo forem direcionadas para os reais problemas enfrentados pelo pÃblico alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por aÃÃes de educaÃÃo ambiental da universidade.
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Westbrook, Johnnie Ray. "Enhancing Limited-Resource Farmers' Economic, Environmental, and Social Outcomes Through Extension Education." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/39743.
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This research examined how the North Carolina A & T State University Cooperative Extension program has helped limited-resource farmers realize economic, environmental, and social outcomes through its 1890 Extension education program. Since1990, there has been little research on recent contributions of 1890 Extension programs for this audience. This inquiry described educational collaborative efforts among the North Carolina A & T Extension program, North Carolina State University (NCSU), other 1862 land-grant universities, community-based organizations, and government agencies providing nonformal education and services to limited-resource farmers. Personal interviews were conducted with two Extension specialists, one associate, two agents, and two agricultural and natural resource technicians. A focus group was conducted with nine limited-resource farmers.The findings revealed that the Farmers Adopting Computer Training (FACT), Plasticulture, and Pastured-Swine programs have helped enhance limited-resource farmers' economic, environmental, and social outcomes. In addition, the participants confirmed caring, trust, and relationship building as qualities that encouraged their participation. However, participants indicated that scheduling Extension programs that conflict with planting and harvesting season and programs that do not address farmers' needs and issues prevent their participation in Extension programs. Furthermore, North Carolina A & T Extension programs involved farmers in program planning through advisory committees and mentoring other farmers. Participants indicated that NC A & T collaborates with North Carolina State University, community-based organizations, and other government agencies to meet the needs of limited-resource farmers.The data suggest that the following improvements and changes for the North Carolina A & T Extension program: (a) use the outcome-based evaluation approach to evaluate Extension programs, (b) provide training for Extension faculty on program planning models, (c) continue the FACT, plasticulture, and pastured-swine production programs, (d) educate faculty in other schools and colleges at NC A & T State University about Extension programs, and (e) develop joint programs with other schools and colleges at North Carolina A & T State University.Ph. D.
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Comer, Marcus M. "The role of the cooperative extension service as perceived by North Carolina Cooperative Extension service administrators /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074391.
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See, Amanda Rae Swecker. "A needs assessment of West Virginia environmental educators West Virginia Environmental Education Association and West Virginia University county extension agents /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10308.
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Kachilonda, Dick Daffu Kachanga. "Investigating and expanding learning in co-management of fisheries resources to inform extension training." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018659.
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This study investigates and expands learning associated with the co-management of fisheries resources to inform extension and training in the fisheries sector in two case study sites in Malawi. The study was located in the field of environmental education with a specific focus on community learning, agency and sustainability practices in co-management of fisheries resources. It focuses on how fisheries stakeholder learning can be mediated through expansive social learning processes to inform extension and training in the Malawi fisheries sector and aims at understanding learning as an emergent, agency centred process of change through social learning models that are said to have power to mobilise community agency for change. The empirical research for the study was conducted in two Malawian fishing communities: in Lake Malombe and the south-east arm of Lake Malawi using qualitative case study research design. The two sites were selected because they were the first sites in Malawi to implement fisheries co-management programmes following the failure of centralised management of fisheries resources. Data was generated through interviews, focus group discussions, document analysis, observations and change laboratory workshops in both sites. The two sites fall under one administrative office based in Mangochi where the two important institutions of the sector – the Fisheries Research Unit of the Department of Fisheries and the Fisheries College (a government institution responsible for the training of extension services) are also based. Both sites have implemented new governance structures named Beach Village Committees which are community-based organisational structures that function in parallel with traditional authorities to manage the fishery. Contextual and literature review work showed that extension services and programmes over the past hundred years, as observed in the fisheries sector in Malawi and in extension services elsewhere, have co-evolved with approaches to natural resources management. Early approaches to natural resources management involved traditional management (associated extension services and programmes were community based); later fisheries governance practices changed to centralised management and associated extension approaches were mainly top-down involving command and control or technology transfer. These early approaches have been problematic as resource users were pushed away from their own resources and were viewed as poachers. This resulted in loss of ownership among resources users. Recently in Malawi, after the change of government to democracy in 1994, fisheries management policy focused on co-management and/or adaptive co-management approaches, an approach that has also been adopted in other African water bodies. This has implications for extension service programmes in the fisheries sector that are not yet well defined. The study’s literature review revealed that co-management approaches assume collaborative learning, or co-learning, also termed social learning, or approaches that promote the engagement of different actors who are working on shared practice. They also assume a new form of agency among co-management stakeholders and extension workers. However, the theoretical foundations for establishing co-learning or social learning approaches in support of co-management policies are not well established in the fisheries co-management sector in Malawi, nor are the practices of how to support co-learning amongst diverse stakeholders in the fisheries co-management in the Lake Malawi context. This study sought to address this gap in knowledge and practice.
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Shepherd, David J. "Elucidating the Effects of Thiamethoxam Neonicotinoid on Honey Bee Learning Using the Proboscis Extension Response." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/376.
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In this study, the effects of the neonicotinoid pesticide, thiamethoxam, are examined through the Proboscis Extension Response (PER) in honey bees (Apis mellifera). PER is a form of classical conditioning applied to honey bees through scent and reward association which quantifies learning rates. Results between groups treated with thiamethoxam did not differ significantly from untreated control groups. Potential reasons for these results are discussed. The method and experimental apparatus for testing the PER assay are also discussed.
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Torres, Geovany Rocha. "A educação ambiental na extensão universitária: uma análise do Programa Parque Vivo." reponame:Repositório Institucional da UFC, 2008. http://www.repositorio.ufc.br/handle/riufc/19078.
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TORRES, Geovany Rocha. A educação ambiental na extensão universitária: uma análise do Programa Parque Vivo. 2008. 198 f. : Dissertação (mestrado) - Universidade Federal do Ceará, Pró-Reitoria de Pesquisa e Pós-Graduação, Mestrado em Desenvolvimento e Meio Ambiente - Prodema, 2008Submitted by demia Maia (demiamlm@gmail.com) on 2016-08-12T15:06:46Z No. of bitstreams: 1 2008_dis_grtorres.pdf: 16654576 bytes, checksum: 7d1a9764e424d3ff3dab9096c5111279 (MD5)
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A pesquisa faz uma análise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensão cadastrada na Pró-Reitoria de Extensão da Universidade Federal do Ceará, tomando-o como objeto para o estudo. Baseada na hipótese de que uma educação ambiental crítica-ecológica deve pautar-se na colaboração entre os diversos setores da sociedade, e no contexto local do público atendido, avalia a situação geográfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construída com a Prefeitura Municipal de Fortaleza. Outra hipótese discutida é a de que a extensão universitária em educação ambiental ainda carece de uma maior aproximação com a realidade trabalhada, por isso traz para o debate uma reflexão sobre a importância da extensão universitária no processo de educação ambiental, aborda as opiniões da comunidade estudantil, dos professores do ensino público e particular, e dos gestores públicos, e ainda, levanta algumas pistas sobre o impacto das “Visitas Monitoradas” no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observações participativas, análises documentais, entrevistas e registros em vídeo e fotos. Os resultados obtidos comprovam que a colaboração recíproca dos agentes públicos é fundamental para o sucesso da educação ambiental, mas se as ações não forem direcionadas para os reais problemas enfrentados pelo público alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por ações de educação ambiental da universidade.
A pesquisa faz uma análise das atividades desenvolvidas pelo Programa Parque Vivo, atividade de extensão cadastrada na Pró-Reitoria de Extensão da Universidade Federal do Ceará, tomando-o como objeto para o estudo. Baseada na hipótese de que uma educação ambiental crítica-ecológica deve pautar-se na colaboração entre os diversos setores da sociedade, e no contexto local do público atendido, avalia a situação geográfica na qual o Parque Vivo desempenhou suas atividades e as dificuldades e potencialidades da parceria construída com a Prefeitura Municipal de Fortaleza. Outra hipótese discutida é a de que a extensão universitária em educação ambiental ainda carece de uma maior aproximação com a realidade trabalhada, por isso traz para o debate uma reflexão sobre a importância da extensão universitária no processo de educação ambiental, aborda as opiniões da comunidade estudantil, dos professores do ensino público e particular, e dos gestores públicos, e ainda, levanta algumas pistas sobre o impacto das “Visitas Monitoradas” no comportamento de estudantes e professores das escolas recebidas pelo Parque Vivo. O projeto trabalhou com observações participativas, análises documentais, entrevistas e registros em vídeo e fotos. Os resultados obtidos comprovam que a colaboração recíproca dos agentes públicos é fundamental para o sucesso da educação ambiental, mas se as ações não forem direcionadas para os reais problemas enfrentados pelo público alvo, o processo educativo pode se desvirtuar. Conclui ainda que existe uma grande demanda da sociedade por ações de educação ambiental da universidade.
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Menezes, João Pedro Aidar de. "A contribuição do Programa Ponte para uma nova universidade: um estudo de caso." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/91/91131/tde-26072018-150514/.
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A presente pesquisa é um estudo de caso sobre o grupo de extensão universitária em educação ambiental da ESALQ-USP denominado \"Programa Ponte\". No referencial teórico são analisadas distintas concepções de ciência, ambientalismo, educação, universidade e extensão universitária; além da caracterização do ambiente educacional da instituição de ensino superior em que o Programa Ponte se insere, a ESALQ-USP. Os objetivos deste estudo são: contribuir para a compreensão sobre limites e possibilidades da universidade em apoiar uma educação voltada à formação de cidadãos comprometidos com a construção de sociedades sustentáveis; realizar um estudo sobre o caso do \"Programa Ponte\", buscando indícios que apontem para o enfrentamento da crise socioambiental; relacionar a dimensão global da crise socioambiental e distintas mudanças paradigmáticas com o contexto local da atuação do Programa Ponte. A metodologia utilizada foi a pesquisa qualitativa de estudo de caso, e os métodos de coleta de informações foram: análises documentais, entrevistas, e questionário. Os participantes da coleta são pessoas que atuam ou atuaram no Programa Ponte, e que forneceram informações tanto para a descrição do grupo quanto sobre a relevância desta experiência em suas vidas profissionais, acadêmicas e pessoais. Os resultados apresentam-se a partir da triangulação das informações obtidas na coleta, relacionando com o estudo teórico e valorizando as percepções e insights do pesquisador que foram surgindo ao longo de todo o processo. De um modo geral, pode-se perceber que algumas características que foram relacionadas à experiência no Ponte são relevantes para propiciar uma formação universitária condizente com sociedades sustentáveis, valendo a pena destacar: o cultivo da transdisciplinaridade, das relações sociais, da curiosidade, da potência de ação, a relação com o trabalho, a práxis, o diálogo, a disciplina, o acolhimento, a relação com o movimento estudantil e a democracia.The present research is a case study about a university extension group in environmental education of ESALQ-USP called Programa Ponte. The theoretical framework and literature review for this study provides different conceptions of science, environmentalism, education, university extension and university; in addition to the characterization of the educational environment of the institution of higher education in which the Programa Ponte is inserted, ESALQ-USP. The aim of this study is: contribute to the understanding of the university\'s limits and possibilities to support an education directed to the formation of citizens committed to the construction of sustainable societies; to carry out a study on the case of the Programa Ponte, seeking indications that point to the overcoming of the socio-environmental crisis; to relate the global dimension of the socio-environmental crisis and different paradigmatic changes with the local context of the Ponte Program\'s acting. The methodology used was the qualitative study of case study, and the methods of information collection were: documentary analyzes, interviews, and quizz. Participants of the research are people who work or participated in the Programa Ponte, who provided information for both the group\'s description and the relevance of this experience in their professional, academic and personal lives. The results are based on information triangulation obtained in the research, relating to the theoretical study and valuing the insights of the researcher that have emerged throughout the process. In general, it can be noticed that some characteristics that were related to the experience in the Ponte are relevant to provide a university formation consistent with sustainable societies, worth noting: the cultivation of transdisciplinarity, social relevancy, curiosity, power of action, the relation with the work, the praxis, the dialogue, the discipline, the reception, the relation with the student movement and the democracy.
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Freixêdas, Valéria Maradei. "Conservação ou degradação? Diferentes concepções sobre microbacias e práticas de manejo no entorno do Córrego Campestre em Saltinho, SP." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/91/91131/tde-19102007-105122/.
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Apesar de diversos tipos de entidades se voltarem à recuperação das APPs com a justificativa de contribuir para a conservação das bacias hidrográficas, observa-se que a degradação dos ambientes em que vivemos é uma realidade cada dia mais preocupante. As instituições que realizam estes trabalhos e os técnicos que as representam, de forma geral, consideram as populações das áreas rurais apenas como implementadores de suas idéias e práticas, sem entender a real visão que seus interlocutores têm sobre o assunto. Esta proposta de mestrado objetivou realizar um estudo de caso no intuito de contribuir para a produção de conhecimentos voltados à gestão de bacias hidrográficas e a políticas públicas direcionadas à conservação dos recursos naturais. Para isso buscou uma maior compreensão sobre as diferentes concepções a respeito da relação entre água, bacia hidrográfica e mata ciliar e sua influência nas propostas de manejo vigentes em três grupos sociais da bacia do Campestre, Saltinho, SP: a) sitiantes, b) técnicos ligados a projetos de restauração florestal, c) acadêmicos ligados à hidrologia florestal. Os resultados apontaram que os três grupos percebem uma degradação ambiental na bacia, porém, através de três concepções distintas, que fundamentam distintos discursos e práticas para a conservação da qualidade e quantidade de água. Esta situação se mostrou como um dos motivos que vem impedindo um efetivo diálogo entre proprietários rurais e técnicos e interferindo na própria conservação. Isto demonstra que é necessário que se leve em consideração a representação que a população possui sobre seu ambiente, além de outros aspectos sociais fundamentais para sua compreensão, na busca de um efetivo diálogo entre os envolvidos. Isso é essencial para que seja possível caminhar em direção à desejada conservação, que deve ser construída, desde sua concepção até sua implementação, sempre de forma compartilhada.Several Institutions are involved with the recovery of the "buffer zones", aimed at contributing to watershed conservation because of the continuing degradation of our environment. In general rural areas populations are taken into account by the Institutions responsible for these works as well as their representatives, but as only as recipient of their ideas and practices, not taking into consideration their own needs and views of the situation. This Master thesis main objective was to work on a case study with the aim to improve watershed management knowledge as well as establish public policies towards the conservation of natural resources. For this purpose a comparative analysis was made with three human social groups of the Campestre creek watershed (Saltinho County, State of Sao Paulo). These three groups were a) the rural land owners, b) technicians and c) scholars who are linked with forest hydrology. The results pointed out that all these groups do known that an environmental degradation of the creek is taking place but always differ according to different concepts about water, watersheds and riparian forests interrelation. These different perceptions establish the distinct practices on the usage of the natural resources. This can be considered one of the causes that prevents an effective dialogue between rural land owners and technicians. This is one of the causes interfering in the very objective of conservation itself. Thus it has been demonstrated that it is important to search for an effective dialogue between all sectors involved, taking into consideration the perception of the communities plus any basic social aspects that may help the technicians to understand the social conservation processes. These need the co-participation of all involved parties in order to effectively construct the desired environmental conservation.
Books on the topic "050203 Environmental Education and Extension"
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Organisation for economic co-operation and development. Fostering green growth in agriculture: The role of training, advisory services and extension initiatives. Paris: OECD, 2015.
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Office, General Accounting. Animal agriculture: Information on waste management and water quality issues : briefing report to the Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C: The Office, 1995.
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Office, General Accounting. Animal agriculture: Information on waste management and water quality issues : briefing report to the Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C. (700 4th St., NW, Washington 20548): The Office, 1995.
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Office, General Accounting. Animal agriculture: Waste management practices : report to the honorable Tom Harkin, ranking minority member, Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, 20013): The Office, 1999.
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Office, General Accounting. Animal agriculture: Waste management practices : report to the Honorable Tom Harkin, Ranking Minority Member, Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.
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Assessing Quality in the Early Years: Early Childhood Environmental Rating Scale Extension (ECERS-E): Four Curricular Subscales. Trentham Books, 2003.
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Reed, A. Brandy. A cooperative extension coached planning program for landowner education in Whatcom County. 1994.
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Picture Books Plus: 100 Extension Activities in Art, Drama, Music, Math, and Science (Picture Books Plus). American Library Association, 2002.
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Thiele, Leslie Paul, and Seaton Tarrant. Environmental Political Theory’s Contribution to Sustainability Studies. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.42.
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In this chapter, we examine the relationship between environmental political theory and the development of sustainability studies within US higher education. We assess the incorporation of environmental political theory authors in sustainability classrooms and the extent to which environmental political theory and sustainability studies classrooms engage in experiential, skills-based learning. We situate this pedagogy as an extension of the tradition of the liberal arts, especially as developed by John Dewey, and effectively, as citizenship skill development for democratic societies. To teach twenty-first-century citizenship skills, we maintain, is to teach sustainability skills. This entails educating and empowering students to grapple intellectually and practically with the interdependent social, environmental, and economic challenges that define their current circumstances and future prospects. Environmental political theory can and should become more relevant to sustainability studies programs, primarily by strengthening its mission of engaged theory through the cultivation of experiential learning opportunities.
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Animal agriculture: Waste management practices : report to the Honorable Tom Harkin, Ranking Minority Member, Committee on Agriculture, Nutrition, and Forestry, U.S. Senate. Washington, D.C: The Office, 1999.
Find full textBook chapters on the topic "050203 Environmental Education and Extension"
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Mugwisi, Tinashe. "Applying Indigenous Knowledge in Agricultural Extension in Zimbabwe." In Environmental and Agricultural Informatics, 1106–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch049.
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Indigenous knowledge (IK) has been viewed as local knowledge that has been developed and accumulated, over time, by a community and has been passed down over generations. Such knowledge is represented in most spheres of human activity, such as in agriculture, traditional and alternative medicine, human and animal health, forestry and botany, among others. The purpose of this chapter is to discuss how IK is accessed and used by agricultural extension workers in Zimbabwe. The study reviews the relevant literature and focuses largely on Indigenous Agricultural Knowledge (IAK). The study utilises both quantitative and qualitative methods; a questionnaire was distributed and extension workers drawn from eight provinces of Zimbabwe. Mashonaland Central Province produced the highest number of respondents because the population for the province included ward and village extension workers in addition to the district and provincial extension officers and supervisors targeted in each province. From the projected sixty (60), forty four (44) districts participated. The study observed that indigenous knowledge is relevant in modern day agriculture and should be given sufficient attention in extension work. The study recommends that IK be documented and integrated into research, education and training for posterity.
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Bello, Julia, Anne Namatsi Lutomia, Eric Abbott, Robert Mazur, Sostino Mocumbe, and Barry R. Pittendrigh. "Making Agricultural Learning Accessible." In Environmental and Agricultural Informatics, 716–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch032.
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Worldwide women play an important role in agriculture but they still are marginalized in extension education programs. Traditionally, male-dominated extension services may contribute to gender bias in terms of access to information, participation, implementation and innovation. Limitations women face in accessing extension programs are related to social and cultural constructions. Recently, mobile phone technology has facilitated the work of extension agents and has provided participants new resources to improve their yields; nevertheless, farmer productivity in Mozambique varies between genders. This paper illustrates how agricultural messages designed as animations, and delivered via smartphones result in learning for farmers better than traditional extension presentations. This chapter focuses on the creation of educational materials by Scientific Animations Without Borders (SAWBO), and then illuminates the gaps and solutions related to gender agricultural learning. Lastly, a case study of Mozambican gender agricultural learning using animations is presented.
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Gboku, Matthew L. S., Oitshepile M. Modise, and Jenneh F. Bebeley. "A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development." In Environmental and Agricultural Informatics, 855–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch038.
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Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.
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Naraine, Leighton, and Kevin Meehan. "Strengthening Food Security With Sustainable Practices by Smallholder Farmers in Lesser Developed Economies." In Environmental and Agricultural Informatics, 1053–77. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch047.
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Smallholder farming has played a key role in reducing world hunger and the focus now turns to consolidating these gains. What practices and policies will enable smallholders to sustain their livelihoods and strengthen food security? Following a brief discussion of agricultural models, and the global shift to sustainable development goals, this chapter examines practices of smallholder farmers in St. Kitts with examples from elsewhere. Assessing what has worked and what barriers continue to limit smallholder success, the chapter offers a list of adaptive strategies, policy recommendations, and areas for future research that can maximize smallholder farming impact on food security. Suggested priorities include: focusing research and policies on individual farm enterprises; moving toward an integrated farm model; adopting best practices in marketing, distribution, and accounting; improving government support; and adapting education programs to include modernized curricula, non-formal education, and the use of ICTs for training and extension at all levels.
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Akande, Femi Titus, and Akinade Adebowale Adewojo. "Information Need and Seeking Behavior of Farmers in Laduba Community of Kwara State, Nigeria." In Environmental and Agricultural Informatics, 1418–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9621-9.ch064.
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The chapter present the report of a study that examined information needs and seeking haviour of farmers in Laduba community, Kwara State, Nigeria. This study adopted a survey research design using simple sampling technique to select 28 respondents from the population. Structured questionnaire was designed for the collection of data. It was discovered from the findings that majority of the farmers were illiterate of the middle aged group between 31-40. The farmers plant many crops, but it is noticeable that the farmers plant cassava mostly, the area which the farmers indicated they need information most is on agriculture, it was also observed that the farmers access information from colleagues (co-farmers), friends and relatives, agricultural extension workers. The information needs of the farmers in this study on agriculture includes how to prevent diseases for their crops on the farm and after harvesting, the farmers also stated that they need information on how to seek for loan, where to get the best market to sell their farm produce and how to get the best agro-chemical for effective use. In this study it was discovered that the challenges the farmers face in acquiring information includes, the inability to read and write in English language, lack of constant electricity supply, conflict among members of various associations and lack of access to agricultural extension workers. It is recommended that the farmers should be given effective adult education, provision of information centre with necessary personnel and information media to boost information accessibility. Also the government was encouraged to negotiate with mobile telecommunication operators to subsidize services so that the farmers who form majority in the rural areas can access information and communicate easily through their mobile phones.
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"Aquatic Stewardship Education in Theory and Practice." In Aquatic Stewardship Education in Theory and Practice, edited by Ryck Lydecker. American Fisheries Society, 2007. http://dx.doi.org/10.47886/9781888569902.ch7.
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<i>Abstract.—</i>Changing the stewardship behavior of boaters can be accomplished through various traditional and nontraditional communication methods when initiated by boaters and their representative organizations. At national, state, and local levels, the recreational boating community, boating media, engaged government agencies and academic/extension programs, and business entities that serve recreational boaters have developed various ways to accomplish such aims. Methods implemented include providing grants to boating groups to conduct environmental projects, using the boating- oriented media to disseminate messages that promote environmentally sensitive behavior, working directly with marinas and other service providers to improve operation of boats and servicing facilities, and boater-supported government affairs programs that advocate sound environmental policies and adequate funding to meet these objectives. Additionally, due to the high percentage of boats used in fishing activities, communication campaigns that promote ethically sound behavior have successfully reached recreational boaters as well as sport anglers. Specific programs within each of these arenas, conducted by Boat Owners Association of The United States and other organizations, will be discussed in the context of target audience, message content, delivery method, potential measures of success, and future directions.
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Grecu, Eugenia, Ionica Oncioiu, Getuța Camelia Stoica, and Delia Mioara Popescu. "Redefining Chemical Engineering Education in Romania Between Massification, Atomization, and Performance." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 634–43. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch039.
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Chemical engineering and higher education profile in Romania have a prestigious tradition. Declared a national priority, Romanian higher education has developed and has become a mass education. There was an extension and uncontrolled chemical engineering education, especially environmental engineering. In addition to traditional chemical engineering, education has appeared in places without a university tradition; new universities and faculties of study in this area and other universities and colleges have expanded the frontiers of research in education for green engineering. The study majorly focused to explore extent of chemical engineering career intention and to explore the relationship exist between engineering environment intentions with selected independent variables. The results show that demographic decline, decreased social inertia, and brain drain made the interest in chemical engineering and environmental study decline. In these circumstances, the present competition between providers of education in chemical engineering and environment is tough.
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Carraro, Wendy Beatriz Witt Haddad, and Monise Pasetto Soster. "Changes in Personal Financial Behavior Amid the COVID-19 Pandemic in Brazil." In Modern Regulations and Practices for Social and Environmental Accounting, 191–205. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9410-0.ch010.
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The study aims to identify changes in personal financial behavior in the midst of the COVID-19 pandemic. Data from 796 participants of the Extension Project 'Financial Education in Times of COVID-19', between April/2020 and February/2021, were analyzed. It is characterized as qualitative, quantitative, and descriptive research with a survey. The results indicate that 66% of respondents are women, 47% are married, 54% are between 25 and 44 years old, and 32% are financiers. Regarding financial behavior during the pandemic, 52% of the participants make a shopping list to go to the supermarket and search for cheaper brands, and 56% noticed an increase in expenses. Respondents changed their behavior and expanded their control over finances, starting to reflect more when buying. The research contributes, highlighting the importance of education and the use of money in facing financial crises. It enriches the literature regarding education and financial behavior in times of pandemic.
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Beng, Tan Sooi. "Engaged Activist Research." In Transforming Ethnomusicology Volume I, 131–50. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517604.003.0009.
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Mainstream academia assumes a dichotomy between active political research for problem solving and theoretically driven research on the problem. In many music academies, the researcher is trained to be a detached neutral observer in the field who is expected to be objective in the analysis of the data collected. However, socio-cultural problems such as poverty, conflict, ethnic and class inequalities, or rights to cultural representation, which affect musical cultures, do not exist in a political void. If our goal is for the research to have a practical and social impact, we need to question the conventional neutral methods of research in music studies. Drawing on the praxis of arts activists in Asia, Freire’s ideas about education and social change, and Appadurai’s concept of “research from below,” this chapter argues for a type of activist research that is both politically engaged and scholarly. In a case study on a theater tradition that was on the brink of disappearance, it emphasizes collaboration at all levels of research with members of the community whose problems are being studied, and extension of the right to research to nonacademics. Collaborative research engaging the communities themselves can be seen as an intervention whereby communities are empowered to question and voice their opinions about their socioeconomic, environmental, and cultural development and transformation. This study is located within the wider agenda of bridging the gaps between academia and practitioner, and decolonizing collaborative research where paradigms of knowledge flow across regions rather than from North to South.
Conference papers on the topic "050203 Environmental Education and Extension"
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Tranca, Dumitru Cristian, Daniel Rosner, Rares Curatu, Adrian Surpateanu, Mariana Mocanu, Stefan Pardau, and Alexandru Viorel Palacean. "Industrial WSN node extension and measurement systems for air, water and environmental monitoring: IoT enabled environment monitoring using NI WSN nodes." In 2017 16th RoEduNet Conference: Networking in Education and Research (RoEduNet). IEEE, 2017. http://dx.doi.org/10.1109/roedunet.2017.8123750.
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