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Artículos de revistas sobre el tema "Environmental education"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 28 de julio de 2024

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1

Saraç, Esra y Rabia Sarıkaya. "Pre-Service Elementary Teachers’ Environmental Identities and Materialistic Tendencies Towards The Environment: Moral Reasoning Based Environmental Education". Journal of Qualitative Research in Education 8, n.º 3 (30 de julio de 2020): 1–30. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.8m.

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2

Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (agosto de 1989): 15–23. http://dx.doi.org/10.1017/s0814062600002111.

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AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

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3

Siddiqui, Dr Mujibul Hasan. "Environmental Education: A Model Approach". International Journal of Scientific Research 2, n.º 1 (1 de junio de 2012): 67–69. http://dx.doi.org/10.15373/22778179/jan2013/24.

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4

Braus, Judy. "Environmental Education". BioScience 45 (enero de 1995): S45—S51. http://dx.doi.org/10.2307/1312443.

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5

Silva, Mey Ling Oliveira da, Simone da Silva y Jandecy Cabral Leite. "ENVIRONMENTAL EDUCATION". International Journal for Innovation Education and Research 10, n.º 6 (1 de junio de 2022): 18–57. http://dx.doi.org/10.31686/ijier.vol10.iss6.3768.

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We can observe that, at present, the social body suffers from the dilemma of the excess of the inadequate corollary creation of solid waste. This excessive amount of waste has been worrisome because, if not properly collected and disposed of, it causes serious consequences to health and the environment. Thus, the reluctance of the non-management of solid waste is numerous and includes environmental, economic, social, and health aspects. In this scenario, it is clear that waste cannot be completely eliminated; however, it is possible to decrease it by reducing the amount of waste and recycling as much as possible. It is true that the contemporary world is characterized by an almost constant state of crisis, however, to recycle or reuse has the sense to restrain what is used, to limit waste and residues, to protect the environment, to conserve and defend the ecosystem. For this, there is a need to moderate this expressed consumption, not only to use what is necessary, but also to reuse what is possible. The optics of the "3R's" concept aims to contain the ecosystemic shock with applicability to the development of new products. In this sense, it is essential to emphasize education, as an agent of change, for the development of people into informed and active citizens. In view of the above, the objective of this work was to observe, the perception of children in the first year of elementary school about the environment to, subsequently, make them aware in a critical and reflective way of how we relate to each other and how we can improve our environment through the reduction and reuse of waste. The concept of the three Rs in this case study was used, therefore, to clarify and promote reflection regarding excessive shopping, the reuse of what would go to waste such as cans, cardboard, bottles among others, and finally, to offer the possibility of converting items no longer used into other creations. This study contributed to the awareness and preservation of the environment and its didactic-pedagogical sequence promoted progression in the visuomotor, motor, motor, playful, affective, and critical-reflexive aspects, for the promotion of the acquisition and strengthening of competencies and skills.

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6

Khadka, Narendra Bahadur. "Environmental Education". Banko Janakari 10, n.º 2 (24 de junio de 2017): 60. http://dx.doi.org/10.3126/banko.v10i2.17608.

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7

Lock, Roger. "Environmental education". Journal of Biological Education 27, n.º 4 (diciembre de 1993): 235. http://dx.doi.org/10.1080/00219266.1993.9655340.

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8

Glaze, William H. "Environmental education". Environmental Science & Technology 34, n.º 23 (diciembre de 2000): 497A. http://dx.doi.org/10.1021/es003497l.

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9

Shaw, Jane S. "Environmental education". Society 41, n.º 1 (noviembre de 2003): 60–66. http://dx.doi.org/10.1007/bf02688205.

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10

Gille, Walter. "Environmental Education". European Education 28, n.º 3 (octubre de 1996): 71–81. http://dx.doi.org/10.2753/eue1056-4934280371.

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11

Lynch, D. R. y C. E. Hutchinson. "Environmental education." Proceedings of the National Academy of Sciences 89, n.º 3 (1 de febrero de 1992): 864–67. http://dx.doi.org/10.1073/pnas.89.3.864.

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12

Trevors, J. T. "Environmental education". Water, Air, and Soil Pollution 180, n.º 1-4 (26 de noviembre de 2006): 1. http://dx.doi.org/10.1007/s11270-006-0345-y.

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13

OZTAS, Fulya. "ENVIRONMENTAL EDUCATION, CHANGING LEARNER BEHAVIOR THROUGH ENVIRONMENTAL EDUCATION". TIIKM Journal of Education 1, n.º 1 (13 de diciembre de 2015): 124–27. http://dx.doi.org/10.17501/je.2448-9336.1.1116.

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14

LIPYCH, V. y I. LIPYCH. "ENVIRONMENTAL COMPETENCE AS A PRODUCT OF ENVIRONMENTAL EDUCATION AND ENVIRONMENTAL EDUCATION". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, n.º 2 (30 de septiembre de 2023): 369–77. http://dx.doi.org/10.31494/2412-9208-2023-1-2-369-377.

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The article gives the analysis of the actual problems of environmental education, suggests the mechanisms for the forming of ethical imperatives of logical culture of personality. The author emphasizes that environmental education is one of the important component of environmental activity where takes place the process of ecological consciousness, thorough ecological and worldview convictions at every our contemporary. The purpose of the article is to open the mechanism of forming and functioning of ethical imperatives in ecological structure of personality. The achieving of this purpose is possible on condition if environmental education will be included in the complex of educational process and oriented on all categories of population. It has been noted that mastering ecological knowledge by the subject of ecological activity depends on definite system of value orientations: own attitude to questions which must be studied, the readiness to devote themselves to the protection of environment and desire to take part in nature protection events. There have been considered the role of education in becoming of ecological culture. In this case we can speak about moral and ecological education that is not only the means of mastering the external benchmarks and regulators but transformation them in elements of personal consciousness, in interior regulators. It is emphasised that a certain system of values should be the basis of environmental education. The value-based approach is one of the leading ones in environmental education. Attention is also drawn to the fact that the system of values as a phenomenon of social practice and culture is not fundamental in the process of education. It is itself, as an organic part of social activity, a social value. Environmental work as social activity is capable of improving and qualitatively changing environmental programmes, reprogramming all types of human activity and is aimed at spiritual and practical development of the environment. There have been done the conclusion that such education contributes to production of value oriented view on nature. So, the ecological activity is a universal, adaptive and optimization mechanism of human society thanks to which is possible the coevolutional process oriented to achievements of harmonic interaction in the system «society – nature». Keyword: ecological culture, ecological education, coevolutional, environmental education, ethical imperative.

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15

Sasikala, Dr J. E. Merlin. "Environmental Education - An Instrument for Inculcating Healthy Attitudes Towards Environmental Development". Indian Journal of Applied Research 4, n.º 7 (1 de octubre de 2011): 119–20. http://dx.doi.org/10.15373/2249555x/july2014/36.

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16

Rahman, Norshariani Abd y Nurfaradilla Mohamad Nasri. "Environmental Literacy: Indigenizing Environmental Education". Creative Education 09, n.º 14 (2018): 2148–60. http://dx.doi.org/10.4236/ce.2018.914156.

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17

Padilla, María Paz Squella. "Environmental Education to Environmental Sustainability". Educational Philosophy and Theory 33, n.º 2 (enero de 2001): 217–30. http://dx.doi.org/10.1111/j.1469-5812.2001.tb00264.x.

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18

OZTURK, Ayse. "Human Rights Education with Socioscientific Issues through the Environmental Education Courses". Eurasian Journal of Educational Research 18, n.º 77 (19 de octubre de 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.77.3.

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19

Pálinkás, Réka, Antonia Kinczel, István Miklósi, Péter Váczi, Nóra Laoues-Czimbalmos y Anetta Müller. "Lifestyle education, health education, environmental education, movement". Acta Carolus Robertus 12, n.º 1 (28 de julio de 2022): 129–42. http://dx.doi.org/10.33032/acr.2812.

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Unfortunately, one of the most popular topics today is the diseases of civilization, for which our changed lifestyle is responsible. It is very important that we educate and teach our children to protect nature, pay attention to their environment, move a lot. The role of the family is very important in passing on these values, so it is important and parents have to pay attention to give a good example for their children. In our research, we examined the ecological behavior, environmental values, environmental friendly behaviour and movement habits of students using a questionnaire method. The respondents were seventh and eighth grade students from schools in municipalities of different sizes. (N=558). We used different scales in our questions, such as NEP, PRE, APR, PEB1, HB. To present our results, we used basic statistics and calculated the results of the above-mentioned scales for the type of settlement with the help of SPSS program, analysis of variance (ANOVA). Our results showed that almost half of children believe that they should not respect the laws of nature, however, 71.9% mostly or completely like to go hiking in nature. Protecting ecological behaviour and environmental values is on the right way for students, but we need to draw their attention to becoming more energy efficient. Unfortunately, our results show, as has been supported by several literature, we live a sedentary, inactive life. 62.7% of students attend training that requires physical activity only once or 1-2 times a week. However, 56.7% of them spend at least 2-4 or more hours in front of the computer and / or use their mobilephone every day. Moreover, 33.3% spend 2-4 or more hours in front of the television every day. As at the HB movement scale, we found a difference in student movement as a function of residential settlements F555,2=4.458; p=0.012. If we want our children to live a healthy, quality life, we need to bring up and teach them for that as well.

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20

Tashbaeva, Shoira Kasimovna y Feruza Abdullayevna Lapasova. "FEATURES OF ENVIRONMENTAL EDUCATION IN CHEMISTRY CLASSES". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n.º 09 (30 de septiembre de 2021): 180–82. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-37.

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The article presents the experience of greening the subject of chemistry and the program of the course of choice for students of an educational institution aimed at developing an ecological culture and a responsible attitude to nature, at developing skills in working with reagents and conducting research.

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21

Suzuki, Yuji, Natsuo Suzuki, Ryo Miyakoshi y Hidetoshi Ohkubo. "Environmental and recycling education at Tamagawa University". International Conference on Business & Technology Transfer 2012.6 (2012): 95–100. http://dx.doi.org/10.1299/jsmeicbtt.2012.6.0_95.

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22

Xiaoyun, Li y Dong Qiang. "China's Environmental Education". Chinese Education & Society 43, n.º 2 (enero de 2010): 6–15. http://dx.doi.org/10.2753/ced1061-1932430201.

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23

Bootrach, Pradit, Nongnapas Thiengkamol y Tanarat Khoowaranyoo Thiengkamol. "Environmental Education Strategy". Applied Environmental Education & Communication 14, n.º 4 (2 de octubre de 2015): 200–212. http://dx.doi.org/10.1080/1533015x.2015.1096223.

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24

Clover, Darlene E. "Environmental Adult Education". Adult Learning 13, n.º 2-3 (marzo de 2002): 2–6. http://dx.doi.org/10.1177/104515950201300201.

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25

Gasana, J. y R. L. Morris. "ENVIRONMENTAL HEALTH EDUCATION". Epidemiology 9, Supplement (julio de 1998): S125. http://dx.doi.org/10.1097/00001648-199807001-00416.

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26

Venkataraman, Bhawani. "Why Environmental Education?" Environment: Science and Policy for Sustainable Development 50, n.º 5 (septiembre de 2008): 8–11. http://dx.doi.org/10.3200/envt.50.5.8-11.

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27

Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education". International Journal on Studies in Education 2, n.º 1 (22 de abril de 2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

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28

Seiffert, Murray. "Environmental Education, Religion and Moral Education". Journal of Christian Education os-34, n.º 1 (abril de 1991): 41–52. http://dx.doi.org/10.1177/002196579103400106.

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29

JIE, CAO. "Incorporating Moral Education into Environmental Education". Chinese Education & Society 37, n.º 4 (julio de 2004): 97–100. http://dx.doi.org/10.1080/10611932.2004.11031650.

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30

Wilson, Ruth A. y Jodie Smith. "Environmental Education and the Education Literature". Journal of Environmental Education 27, n.º 2 (enero de 1996): 40–42. http://dx.doi.org/10.1080/00958964.1996.9941458.

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31

Hardy, Joy. "Appraisal, Environmental Education, and Environmental Literacy". International Journal of Sustainability Education 8, n.º 4 (2013): 23–36. http://dx.doi.org/10.18848/2325-1212/cgp/v08i04/55290.

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32

MALONE, KAREN. "Environmental Education Researchers as Environmental Activists". Environmental Education Research 5, n.º 2 (mayo de 1999): 163–77. http://dx.doi.org/10.1080/1350462990050203.

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33

Leal Filho, Walter. "Integrating environmental education and environmental management". Environmental Management and Health 8, n.º 2 (mayo de 1997): 80–82. http://dx.doi.org/10.1108/09566169710166575.

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34

Malone, Karen. "Environmental education researchers as environmental activists". Environmental Education Research 12, n.º 3-4 (julio de 2006): 375–89. http://dx.doi.org/10.1080/13504620600942899.

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35

Jickling, Bob. "Environmental Education and Environmental Advocacy: Revisited". Journal of Environmental Education 34, n.º 2 (enero de 2003): 20–27. http://dx.doi.org/10.1080/00958960309603496.

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36

Freitas, Eduardo Silva. "Representações sociais, meio ambiente e saúde: por uma educação ambiental de qualidade". O Mundo da Saúde 30, n.º 4 (5 de diciembre de 2006): 598–606. http://dx.doi.org/10.15343/0104-7809.200630.4.9.

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37

김남준. "A Study on Environmental Ethics Education in Moral Subject Education: centering on a Comparative Approach to Environmental Education in Social Studies Education(Geography Education), Science Education & Environmental Education". Journal of Moral & Ethics Education ll, n.º 29 (diciembre de 2009): 181–216. http://dx.doi.org/10.18338/kojmee.2009..29.181.

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38

Gough, Annette. "Founders of Environmental Education: narratives of the Australian environmental education movement". Environmental Education Research 3, n.º 1 (febrero de 1997): 43–57. http://dx.doi.org/10.1080/1350462970030104.

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39

Ji, Xia. "Environmental Education as the Mountain – Exploring Chinese-ness of Environmental Education". Australian Journal of Environmental Education 27, n.º 1 (2011): 109–21. http://dx.doi.org/10.1017/s0814062600000112.

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AbstractWhat experiences have infuenced Chinese educators' environmental consciousness and their involvement in environmental education work? Using the autobiographical inquiry approach the author explored this question with fourteen master environmental educators from various regions of China and examined in depth their signifcant life experiences (SLE). Participants described several paths to become involved in environmental education work. Multiple factors impacted their environmental consciousness. Out of ten main categories of SLE three themes emerged: serendipity, , and a strong sense of responsibility toward the environment and toward environmental education work. This study illuminates the Chinese-ness of environmental education from the angle of life experiences and reflections of environmental educators in mainland China, which also has relevance to and implications for the wider international environmental education community.

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40

Costa, Ciderjânio Farling Salvador da. "ENVIRONMENTAL EDUCATION IN BRAZIL: CRITICISM ABOUT THE TRANSVERSALITY OF ENVIRONMENTAL EDUCATION". Journal of Agricultural Sciences Research (2764-0973) 2, n.º 13 (24 de octubre de 2022): 2–11. http://dx.doi.org/10.22533/at.ed.9732132220102.

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41

A.N., Nigmatov y Ravshanova N.N. "Scientific Preschool Environmental Education And Training Research Methodology". American Journal of Social Science and Education Innovations 02, n.º 08 (10 de agosto de 2020): 23–31. http://dx.doi.org/10.37547/tajssei/volume02issue08-04.

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42

M, Mrs Liju. "Environmental Education and Skilling the Students for Future". International Journal of Research Publication and Reviews 5, n.º 3 (2 de marzo de 2024): 162–64. http://dx.doi.org/10.55248/gengpi.5.0324.0605.

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43

Yoon, Jin-A. y Younkyeong Nam. "Comparison of the Science Education Curriculum and the Environmental Education Curriculum for Promoting Environmental Education". Journal of the Korean earth science society 41, n.º 2 (30 de abril de 2020): 155–75. http://dx.doi.org/10.5467/jkess.2020.41.2.155.

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44

Dias Amorim, Celeste, Milton Ferreira da Silva Júnior y Luiz Artur dos Santos Cestari. "Environmental Education in the Curriculum: A Space for the Formation of Environmental Educators". American Journal of Educational Research 5, n.º 7 (26 de agosto de 2017): 739–46. http://dx.doi.org/10.12691/education-5-7-7.

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45

Peters, Michael A. "Environmental Education and Education for Sustainable Development". Policy Futures in Education 3, n.º 3 (septiembre de 2005): 239–42. http://dx.doi.org/10.2304/pfie.2005.3.3.1.

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46

HIYANE, Akira. "Forest Environmental Education and Nature Conservation Education". Environmental Education 19, n.º 1 (2009): 79–80. http://dx.doi.org/10.5647/jsoee.19.1_79.

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47

YANAGI, Toshiharu. "Outdoor Education and Environmental Education about Waterfronts". Environmental Education 23, n.º 2 (2013): 2_14–26. http://dx.doi.org/10.5647/jsoee.23.2_14.

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48

Kodama, Toshiya. "Environmental Education in Formal Education in Japan". Japanese Journal of Environmental Education 26, n.º 4 (2017): 4_21–26. http://dx.doi.org/10.5647/jsoee.26.4_21.

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49

Westing, Arthur H. "Education: The Global Need for Environmental Education". Environment: Science and Policy for Sustainable Development 35, n.º 7 (septiembre de 1993): 4–45. http://dx.doi.org/10.1080/00139157.1993.9929988.

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50

Barron, Deirdre, Simon Jackson y Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education". Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.

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AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

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