To see the other types of publications on this topic, follow the link: Contestation in environmental education.
Dissertations / Theses on the topic 'Contestation in environmental education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Contestation in environmental education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.
Full textAbstract:
This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal
2
Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.
Full textAbstract:
The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising.
This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.
3
Boon, Tim. "Films and the contestation of public health in interwar Britain." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266238.
Full text
4
Gislason, Maya K. "Health and the environment : a critical enquiry of the construction and contestation of ecological health." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39727/.
Full textAbstract:
A crucial contemporary public health issue is the construction and contestation of the relevance of the natural world to human health. Taking a critical approach, this thesis examines how the natural environment as a health determinant is positioned in relation to the 'social' within social epidemiological studies of health, illness and disease. Using conceptual and empirical forms of enquiry, this study shows how current constructions of natural environmental health drivers contour public health practice in the UK and that by challenging the limits of existing structures, innovative responses emerge, which can generate new frameworks for health policy and practice. Having identified a lacuna in research on the 'natural' environment in medical sociology, this inductive qualitative research project brings into conversation the findings from extensive desk and field research. Specially, a study of the elaboration of environmental health discourses within the UK public health policy arena and disciplinary wide discourse analyses of key academic journals are read together to describe the discursive practices shaping environmental public health work in the UK. Linking theory to practice, data from in-depth interviews with sixty health professionals working on health and the environment in the UK and internationally are used to investigate how public health practitioners produce the environment within their work remits. The research breaks ground for further social scientific studies of health and the environment and in particular substantiates the call for an extended notion of the 'environment' using ecological principles. Methodologically, the interdisciplinary reach of this research draws attention to the tensions that arise when working across the medical, natural and social sciences. Practical and philosophical questions about the challenge of expanding the sociological imagination in the contemporary moment are also considered. Empirically, to medical sociology the 'EcoBioPsychoSocial' framework is offered as a tool for studying health at the nexus between the 'social' and the 'natural environment.' Finally, the ways informal public health institutions are serving as 'invisible' forces impeding the uptake of prevention oriented environmental health policies are findings offered to the health policy arena.
5
Elhajjar, Samer. "Compréhension de la contestation de la publicité environnementale : principes et conséquences." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAB007/document.
Full textAbstract:
Cette recherche s‘attache à comprendre le phénomène de la contestation de la publicité environnementale. En effet, peu de recherches ont été conduites sur ce sujet. L'objectif de cette thèse est d'explorer les contours de la notion de contestation publicité environnementale tout en identifiant les raisons, les manifestations et les risques qui lui sont associés. Trois études empiriques, une qualitative et deux expérimentales, montrent que qu'il existe des motifs de contestation rattachés aux éléments de la publicité et d'autres liés à la confiance du consommateur envers les publicités vertes. En outre, les manifestations de la contestation peuvent aller de mouvements collectifs et visibles à des comportements plus individuels comme l'évitement et le rejet de la publicité environnementale. De plus, la contestation semble présenter un impact négatif sur l'image de l'entreprise et sur le comportement d'achat du consommateur. Enfin, les résultats indiquent que la provocation - un moyen utilisé par les entreprises selon la littérature pour éviter pas la contestation- a d‘effets négatifs sur les perceptions et les des consommateurs envers la publicité. À la lumière des résultats obtenus, les limites de la thèse sont exposées et les futurs axes de recherche sont proposésThis research seeks to analyze the phenomenon of environmental advertising contestation. In effect, there is a shortage of studies on these issues. The objective of this thesis is to explore the contours of the environmental advertising contestation concept while identifying the reasons, the manifestations and the risks associated with it. Three empirical studies, one qualitative and two experimental, show that that there are reasons of contestation related to creative elements of advertisement and discourse advertisements and others linked to advertising medium and confidence of consumer toward the advertising source. Moreover, the manifestations of contestation can range from collective and visible movements to more individual behaviors such as avoidance and the rejection of environmental advertising. In addition, the contestation seems to have a negative impact on consumer buying behavior and on the firm's image. Finally, the results indicate that provocation- a tool used by companies according to literature to avoid contestation- has negative effects on consumers‘ perceptions and attitudes toward the advertisement. In the light of the obtained results, the limitations of the thesis are outlined and future avenues of research are proposed
6
Thoms, Michael. "An analysis of the contestation over the pedagogic device in an applied design curriculum in post apartheid South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/12171.
Full textAbstract:
Includes abstract.Includes bibliographical references (leaves 98-100).
This project investigates a contested pedagogic discourse operating in the field of fashion design education in the post-Apartheid South African higher education context. The investigation is realised through a case study analysis of the pedagogic practices and context of a registered private provider of higher education that is externally moderated by a public institution operating in the same vocational field and education band.
7
Ng, Hin. "Environmental Education Centre." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.
Full text
8
Ng, Hin, and 吳衍. "Environmental Education Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.
Full text
9
Carty, Paula Christine Carleton University Dissertation Geography. "Thinking environmentally; environmental information and environmental education." Ottawa, 1996.
Find full text
10
Abramson, Sarah J. "Anglo-jewry and authenticity, British Jewish youth movements, informal education and the communal contestation over authentic Judaism." Thesis, London School of Economics and Political Science (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534669.
Full textAbstract:
This dissertation is an exploration of the ways in which Jewish youth movements create, recreate and re-envision wider Jewish communal norms relating to authenticity, or what it means to be a `real' or `legitimate' Jew. The culmination of thirteen months participant observation fieldwork within one Jewish youth movement, as well as interviews with other youth movement leaders and archival research of one prominent British Jewish newspaper, I argue that the modem Orthodox Jewish Establishment in the United Kingdom has a strong grip on the concept of authenticity. The stakes for maintaining control over the boundary between the authentic and the inauthentic are high, as British Jewry is shrinking rapidly and education has been identified as the primary means by which to secure communal continuity. Consequently, Jewish formal education often supports particular (Orthodox) interpretations of Jewish authenticity, specifically in relation to communal pluralism, appropriate gender identifications and relationships with Zionism. However, these Orthodox expectations of authenticity are often incompatible with how many young British Jews today lead their lives. Youth movements are key sites in which the battle for continuity is being waged; British Jewish youth movements aim to create informal education agendas that inspire young people to create lifelong affiliations with Judaism. I contend that informal education has the necessary flexibility to disrupt (and thus redefine) the boundaries of Jewish authenticity. Specifically, the very pillars of Orthodox authenticity (pluralism, gender and Zionism) are beginning to be (re)- constructed in new and innovative ways by some movements. It is in this space, created through the negotiation of a movement's ethos and its simultaneous obligation to, or disregard for, communal (Orthodox) expectations, that the validation of `alternative' performances of Judaism is possible. In turn, such validation helps to associate authenticity with a fluid and context- dependent belief system that is more likely to secure communal continuity than the exclusive Orthodox system currently so predominant.
11
Govender, Rajuvelu. "The contestation, ambiguities and dilemmas of curriculum development at the Solomon Mahlangu Freedom College, 1978-1992." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6042_1320317218.
Full textAbstract:
The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a âcaretakerâ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.
12
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.
Full text
13
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.
Full text
14
Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.
Full text
15
Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.
Full text
16
West, Sarah. "Evaluation of environmental education." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5491/.
Full textAbstract:
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.
17
Mutch, Carol Anne, and n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.
Full textAbstract:
In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
18
Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.
Full textAbstract:
[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.
19
Kellie, Jean. "In-company management education and management development : an arena of contestation? : stakeholder perspectives in accredited in-company programmes." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:7116.
Full textAbstract:
This thesis explores the phenomenon of credentialed in-company management development programmes leading to management education postgraduate awards. The empirical site of the research is four case study organizations each of which had partnership arrangements with one of two UK universities. In each case management education programmes leading to management qualifications were undertaken as the means by which managers could develop their abilities to better contribute to organizational goals. In this there is an assumption that management education can seamlessly act as management development to the mutual benefit of the individual managers, the organization and the academy. The purpose of the thesis is to explore the extent to which such an assumption is warranted. The thesis adopts a stakeholder perspective in identifying key stakeholders in the management development/management education arena as the basis for the empirical research they are; the HR professionals, the university academic managers and the manager-learner participants. The research stance of the thesis is critical and contributes to the domains of critical management studies (CMS) and critical management education (CME). In advancing a critical approach, a multi-discourse analysis was undertaken. Thus the thesis produces findings aligning respectively with the concerns of functionalist, constructivist, critical and dialogic, discourses of management development whilst retaining an overall interpretive, critical stance. In so doing the thesis explores and analyses the ways that the management development / management education programmes in these case study organizations can be understood as sites that have conflicting purposes and values and also the extent to which these are reinforced, reconciled and proliferated.
20
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.
Full text
21
Wiles, Anne (Anne Marit) Carleton University Dissertation Geography. "Environmental assessment and the concept for the disposal of high-level nuclear waste; technology, the environment and the political contestation of culture." Ottawa, 1994.
Find full text
22
Brashier, Rachel Nicole. "Identity Politics and Politics of Identity| A Semiotic Approach to the Negotiation and Contestation of Music Teacher Identity among Early Career Music Teachers." Thesis, University of Rochester, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978840.
Full textAbstract:
In this dissertation, I addressed early career music teacher identity as it relates to d/Discourse in the narratives of three second-year teachers. I drew on existing narrative research in the field of music education (Barrett & Stauffer, 2006, 2009; Bresler, 2006; McCarthy, 2007). I used Critical Discourse Analysis (CDA; Gee, 1990; Fairclough, 1992, 2012; Wodak, 1996) to identify the three main themes that emerged from data: (1) Official Expectations, (2) Encountering Music Teaching, and (3) Negotiation and Contestation. I then overlaid the Irvine and Gal (2000) model of language ideology onto the three themes drawn from data. This model is comprised of three linguistic processes: Iconicity, Recursivity, and Erasure. Finally, I discussed the process of how music teacher identity co-construction operates within the context of both identity politics and the politics of identity. I used these concepts to propose a possible explanation for how music teacher identity co-construction is affected by how d/Discourse flows through the socio-linguistic domain.
23
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.
Full textAbstract:
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.
24
Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
Full textAbstract:
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.
25
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.
Full text
26
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.
Full text
27
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.
Full text
28
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.
Full textAbstract:
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.
29
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.
Full textAbstract:
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.
30
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.
Full text
31
Bassein, Emma (Emma R. ). "A digital path to environmental education." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/114116.
Full textAbstract:
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.
32
Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Full textAbstract:
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.
33
Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
Full textAbstract:
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
Lindemann, Monica A. "Environmental Virtue Education: Ancient Wisdom Applied." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4859/.
Full textAbstract:
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.
35
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.
Full textAbstract:
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.
36
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.
Full text
37
Wang, Yu. "The development, pilot-test, evaluation, and recommendations for an online course titled Environmental Studies of China /." Link to full-text, 2007. http://epapers.uwsp.edu/thesis/2007/wang.pdf.
Full text
38
Wong, Bing-kwan Francis. "A comparative study of environmental education curriculum in Guangzhou, Hong Kong and Singapore /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401052.
Full text
39
Chau, Yuk-lin. "A comparison of the environmental curricula in Guangzhou and Hong Kong as demonstrated in senior secondary geography textbooks." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190586.
Full text
40
Mok, Yu-fung. "Environmental education through secondary informal curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2119080X.
Full text
41
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.
Full textAbstract:
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.
42
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.
Full textAbstract:
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.
43
Jaksha, Amanda Patricia. "Environmental Identity: A New Approach to Understanding Students' Participation in Environmental Learning Programs." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312621.
Full textAbstract:
The goal of this study is to develop an understanding of how participants express their environmental identities during an environmental learning program. Past research on the outcomes of environmental learning programs has focused primarily on changes in knowledge and attitudes. However, even if knowledge or attitudes can be accurately measured, they do not necessarily directly predict outcomes of environmental learning programs but rather serve as a proxy. Environmental identity is proposed as an alternative way to understanding participants' experiences in an environmental learning program. This study borrows a theoretical framework for environmental identity from the field of environmental campaigning and applies the field of environmental learning in a new way. This framework is based on known aspects of human identity from psychological research and allows environmental identity to be explored in a new and unique manner. A thematic analysis approach allows for the description of how six middle school students express their environmental identities around the themes of values and life goals, group membership, and fears and threats related to environmental issues. Findings indicate that the environmental identities of the participants in this study appear to be continuously developing and changing to account for new experiences and ideas related to the environment. Over the course of the program, some of the participants expressed that their environmental identities had strengthened due to their participation in the environmental learning program. The theoretical framework is used to describe what a strong environmental identity would look like as well as to characterize three of the participants' environmental identities. The affordances and limitations of the framework are shared and suggestions are made for how the framework could be strengthened for use in understanding participants' environmental identities during environmental learning programs.
44
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.
Full text
45
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.
Full text
46
Leketi, Makgau Peter. "Evaluation of environmental education courses in Bophuthatswana colleges of education." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003407.
Full textAbstract:
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.
47
Law, Barry Alan, and 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.
Full textAbstract:
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.
48
Robinson, Marilyn Ide 1947. "ENVIRONMENTAL EDUCATION IN PIMA COUNTY, ARIZONA: PERCEPTIONS OF LEADERS WITH ENVIRONMENTAL INTERESTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291773.
Full textAbstract:
The purpose of this study was (1) to describe the beliefs of environmentally-concerned community leaders regarding community needs for education about the environment, and (2) to describe the environmental education provided in the past, present, and planned for the future in Pima County, Arizona. Respondents believed that there were many environmental issues of importance to Pima County and that efforts to educate the community about these issues were inadequate. The issues considered most important tended to be those regarding environmental problems--air pollution, toxic substances, waste management. The most frequent topics of the environmental education provided by the respondents, however, tended to be those regarding natural resources--habitats, wildlife, water. Respondents believed in the need for an environmental education council and master plan. Most felt that lack of funding and absence of a master plan were major obstacles to providing adequate environmental education in the community.
49
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.
Full text
50
Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.
Full textAbstract:
The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.