Gotowe bibliografie tematyczne / Environmental education

Gotowa bibliografia na temat „Environmental education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 28 lipca 2024

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Artykuły w czasopismach na temat "Environmental education"

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Saraç, Esra, i 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, nr 3 (30.07.2020): 1–30. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.8m.

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Brookes, Andrew. "Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?" Australian Journal of Environmental Education 5 (sierpień 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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Siddiqui, Dr Mujibul Hasan. "Environmental Education: A Model Approach". International Journal of Scientific Research 2, nr 1 (1.06.2012): 67–69. http://dx.doi.org/10.15373/22778179/jan2013/24.

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

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Silva, Mey Ling Oliveira da, Simone da Silva i Jandecy Cabral Leite. "ENVIRONMENTAL EDUCATION". International Journal for Innovation Education and Research 10, nr 6 (1.06.2022): 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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Khadka, Narendra Bahadur. "Environmental Education". Banko Janakari 10, nr 2 (24.06.2017): 60. http://dx.doi.org/10.3126/banko.v10i2.17608.

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

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

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

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

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Rozprawy doktorskie na temat "Environmental education"

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Carty, Paula Christine Carleton University Dissertation Geography. "Thinking environmentally; environmental information and environmental education". Ottawa, 1996.

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Rwema, Christian M. "Environmental education". Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/13555.

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Shvadlenko, Irina. "Evaluation of Environmental Education Software “Protecting Your Environment”". Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108407292.

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Ng, Hin. "Environmental Education Centre". Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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Ng, Hin, i 吳衍. "Environmental Education Centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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Johnson, Brian. "Can Education Improve the Environment? Applying the Pressure-State-Response Environmental Indicator Framework to Environmental Education Program Outcomes". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375367966.

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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.

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Sunderlal, Shinara. "Treble in the Environment: Incorporating Music into Environmental Education". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/77.

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In this era where global sustainability is challenged, environmental education plays a vital role in building environmental awareness. Other roles of environmental education include the promotion of responsible citizenship and the fostering of environmental advocacy in children. As a way to strengthen these goals of environmental education, this thesis explores the dynamic uses of music to compound on the fields impact. I argue that the benefits of music outlined suggest music’s power to heighten environmental sensitivity from a young age. I use narratives from the environmental education, music, education, and psychology discourses to demonstrate the theoretical advantages of music in conjunction with environmental education. I also conduct my own research with Pitzer’s Leadership in Environmental Education Partnership, to put the theories into action. As a result, I find music to be an antecedent to the development of environmental sensitivity; music is not only instrumental in promoting environmental citizenship, but can be a way to achieve an environmental revolution by inspiring communities to mobilize for change.
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Thomas, Matthew. "Environmental education on-line : an evaluation of internet use in environmental education /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envt459.pdf.

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Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.

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Książki na temat "Environmental education"

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Thompson, Ian. Environmental education. Cambridge: Pearson Publishing, 1993.

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Peter, Preece, i Kennedy Jenny, red. Environmental education. Exeter: Media and Resources Centre, University of Exeter School of Education, 1996.

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Buck, Eugene H. Environmental education. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.

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Library of Congress. Congressional Research Service, red. Environmental education. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.

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Aldrich-Moodie, Benjamin. Environmental education. London: Institute of Economic Affairs, 1997.

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National Association for Environmental Education. Environmental education. Walsall: The Association, 1992.

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Abbas, Ghulam. Environmental education. Gilgit: Planning & Development Dept., Northern Areas, 2003.

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Kirby, Mike. Environmental education. Cambridge: Pearson Publishing, 1994.

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Walter, Leal Filho, Tahir Farrukh i Adomssent Maik, red. Distance education and environmental education. Frankfurt am Main: Peter Lang, 1998.

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Adsit-Morris, Chessa. Restorying Environmental Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48796-0.

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Części książek na temat "Environmental education"

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Nowicki, Maciej. "Environmental education". W Environment in Poland, 167–72. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1731-9_17.

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McPhee, Ms Sally. "Environmental Education". W The Palgrave Handbook of Global Sustainability, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-38948-2_78-1.

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Lin-Heng, Lye. "Environmental Education". W Fulfilling the Sustainable Development Goals, 185–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144274-16.

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Lange, Elizabeth A. "Environmental Education". W Transformative Sustainability Education, 116–74. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003159643-4.

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McPhee, Sally. "Environmental Education". W The Palgrave Handbook of Global Sustainability, 1159–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-01949-4_78.

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Dillon, Justin, i Benjamin Herman. "Environmental Education". W Handbook of Research on Science Education, 717–48. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-27.

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Fang, Wei-Ta, Arba’at Hassan i Ben A. LePage. "Introduction to Environmental Education". W Sustainable Development Goals Series, 3–24. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_1.

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AbstractThe concept of education is changing and that of the environment is also becoming different. Is environmental education: (1) a type of education to improve the environment; (2) education to improve the environment of education; or (3) a type of education to improve the education of people? In this chapter we focus on the ontology of the environment. In epistemology, we try to understand the nature and identity of the world around us and what environmental education is about. The purpose of environmental education is to cultivate citizens that: (1) have a working knowledge of environmental systems; (2) have concerns about environmental problems; and (3) have the capabilities to solve and actively participate in implementing solutions. Environmental problems must be solved through a root cause process, and environmental educators need to change the public’smind on environmental issues using realistic and attainable education targets to establish environmentally friendly behaviors. Through outdoor, classroom, and nature-centered education programs, our goal is to establish important curriculumgoals and novellearning methods for environmental education. Our goal is to have stakeholders consider environmental issues with open minds, understand the needs of other stakeholders, take a leadership role recognizing the existing and emerging environmental issues, and internalize them into specific environmental protective action plans.
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Malitikov, E. M. "Environmental Education and Environmental Issues". W NATO ASI Series, 273–78. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-2962-8_20.

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Cervone, Jason A. "Environmental Sacrifice". W Corporatizing Rural Education, 67–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64462-2_4.

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Reid, Alan. "Environmental Teacher Education". W Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_218-7.

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Streszczenia konferencji na temat "Environmental education"

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Kazakova, Natalya A., i Dinara R. Diarova. "ENVIRONMENTAL EDUCATION IN BIOLOGY LESSONS". W Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-110-112.

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At the stage of development and reform of general education, it is necessary to strengthen the ecological direction in biology. The article talks about the effectiveness of mastering the environmental knowledge of students in the educational subject “Biology”.
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Christidi, Zoe, i Eleni Christopoulou. "Environmental Awareness in Preschool Education via Educational Robotics and STEAM Education". W 2022 7th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2022. http://dx.doi.org/10.1109/seeda-cecnsm57760.2022.9932911.

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Chiu, Hsien-Yu, Takeo Kondo, Kazukiyo Yamamoto i Wataru Miyazaki. "Analysis of Practical Examples of Experienced-Based Marine Education for Marine Space Utilization". W ASME 2010 29th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/omae2010-20629.

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Environmental education is being promoted worldwide and is the subject of active effort in Japan as well. However, many environmental education programs focus on land-based systems, and currently only few schools have programs on the marine environment. Toward the goal of developing an educational game for advancing marine environmental education, we assessed the current state of environmental education and conducted basic research on existing educational games. The current state of environmental education indicated a need for developing educational games with a marine environmental theme to be linked with outdoor hands-on activities. As for the game itself, a card game is likely to be a suitable basic format because it can be used regardless of physical setting and also because the use of a variety of cards can be effective in maintaining continued interest and developing the capacity to understand the annual cycle of the natural environment. We also developed a region-specific card game whose objectives were to understand the region’s organisms and the relationship between people and the environment.
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Djoehaeni, Heny, Mubiar Agustin i Asep Deni Gustina. "Environmental Education in Kindergarten". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007037801730177.

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Carrie Lynn Vollmer-Sanders i Natalie Rector. "Environmental Stewardship Education Partnership". W 2007 Minneapolis, Minnesota, June 17-20, 2007. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2007. http://dx.doi.org/10.13031/2013.23026.

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Semenova, E. V. "PHILOSOPHY OF ENVIRONMENTAL EDUCATION". W Духовно-нравственное образование и патриотическое воспитание: традиции и перспективы. Воронеж: Воронежский государственный лесотехнический университет им. Г.Ф. Морозова, 2023. http://dx.doi.org/10.58168/smepu2023_51-55.

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Safitri, Desy, ZE Ferdi Fauzan Putra i Sujarwo. "Ecolabel in Environmental Education". W International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.032.

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Aleksandrova, E. S. "Subject–Environmental Interactions In Professional Environment". W ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.3.

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Karatkevich, A. "ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT." W SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-173-177.

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DRAGHICI, Camelia, Cezar-Petre SIMION, Carmen TEODOSIU i David Christian FINGER. "ENVIRONMENTAL EDUCATION – OERS FOR RURAL CITIZENS. PROJECT MANAGEMENT AND RESULTS". W International Management Conference. Editura ASE, 2023. http://dx.doi.org/10.24818/imc/2022/02.14.

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In this article, the main aspects of a managerial nature are presented and analyzed, as well as the results of an international cooperation project in the field of environmental education in which universities from Romania and Iceland participated. Creating open educational resources and accessing them through an online learning platform is a good opportunity to ensure environmental education in disadvantaged rural communities. The conception and implementation of an international cooperation project, in the context of the Covid-19 pandemic, generates additional risks that require appropriate response measures. Such projects constitute a conducive environment for the transfer of knowledge and lessons learned.
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Raporty organizacyjne na temat "Environmental education"

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Myers, Mary, i Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

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Huntley, Natalie, i Runying Chen. Does Environmental Education Matter? Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-107.

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Author, Not Given. Environmental Education Strategic Plan. Office of Scientific and Technical Information (OSTI), grudzień 1991. http://dx.doi.org/10.2172/5745861.

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Chulock, Hilary N. Environmental Management Education Program: Building Environmental Stewardship. Office of Scientific and Technical Information (OSTI), styczeń 2004. http://dx.doi.org/10.2172/899679.

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), styczeń 1999. http://dx.doi.org/10.2172/307851.

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Robinson, Rodney A. Master Plan for Environmental Education. Fort Belvoir, VA: Defense Technical Information Center, październik 1992. http://dx.doi.org/10.21236/ada458688.

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, marzec 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1996. http://dx.doi.org/10.21236/ada310831.

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Iqbal, Sania, i Wahid bin Ahsan. Environmental Education and Recycling Practices Among Underprivileged Children in Bangladesh. Userhub, maj 2024. http://dx.doi.org/10.58947/tkql-nfhb.

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This study explores the awareness and practices of reuse and recycling among underprivileged children in Bangladesh, aiming to enhance environmental sustainability through educational strategies. Interviews with children, parents, teachers, NGO workers, community leaders, and government officials reveal significant gaps in understanding and practicing waste management. While children show creativity in repurposing materials, challenges such as limited adult awareness and insufficient government initiatives persist. The study recommends integrating environmental education into school curricula, promoting hands-on learning, increasing community and governmental support, and leveraging cultural practices to foster sustainable behaviors. These strategies aim to create an environmentally conscious society and empower children as proactive environmental stewards.
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Ortega, S. U., i E. R. Jackson. Environmental education work force pipeline strategic plan. Office of Scientific and Technical Information (OSTI), listopad 1992. http://dx.doi.org/10.2172/484509.

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