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SOUZA, ROOSEVELT FIDELES DE. "AN EXPERIENCE ON ENVIRONMENTAL EDUCATION: BUILDING SOCIAL-ENVIRONMENTAL VALUES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4302@1.
Pełny tekst źródłaThis 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.
Lacey, Jacqueline Marie. "Teaching social skills through environmental education". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Pełny tekst źródłaRIBEIRO, LUCIANA MELLO. "THE ROLE OF SOCIAL REPRESENTATIONS IN ENVIRONMENTAL EDUCATION". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4292@1.
Pełny tekst źródłaA pesquisa buscou identificar as representações de ambiente, educação e informação que mobilizam a prática de educadores e jornalistas ambientais e a forma como isso ocorre. Procurou-se entender como se constituem tais representações e que relação guarda o processo de construção destas com aspectos da vida, como a família, a formação para o trabalho e o exercício profissional. Os dados foram colhidos através de entrevistas semi- estruturadas, havendo questões em comum e outras específicas a cada uma das profissões. Para a interpretação, utilizou-se a análise de conteúdo. Entender como se estruturam as representações destes profissionais contribui para pensar possíveis estratégias para a formação continuada, destinadas a qualificar a educação ambiental e o ecojornalismo. A percepção, os valores e a experiência foram componentes significativos para desvendar o caminho das representações.
The research had the scope of identifying the environment, education and information representations, which mobilize the practice of educators and newspapermen and how it occurs. We have tried to understand how such representations are created and what relationship the process of construction of these has with aspects of life, as the family, the formation for work and the professional practice. The data have been gathered by means of semi- structured interviews, having questions in common and other ones specific to each of the professions. As regards interpretation the content analysis has been used. Understanding how the representations of these professionals are structured contributes to think possible strategies for continued formation with the purpose of qualifying the environmental education and ecojournalism. The perception, values and the experience were significant components to unveil the path of representations.
Price, Leigh. "A transdisciplinary explanatory critique of environmental education". Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/909/.
Pełny tekst źródłaWhelan, James M., i n/a. "Education and Training For Effective Environmental Advocacy". Griffith University. Australian School of Environmental Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.140105.
Pełny tekst źródłaWestbrook, Johnnie Ray. "Enhancing Limited-Resource Farmers' Economic, Environmental, and Social Outcomes Through Extension Education". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/39743.
Pełny tekst źródłaPh. D.
Tlebere, Thabo Eugene. "A model for supporting environmental awereness in higher education using social media". Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020820.
Pełny tekst źródłaLaw, Man-suet Michelle, i 羅文雪. "Achieving corporate sustainability through environmental education and training". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.
Pełny tekst źródłapublished_or_final_version
Kadoorie Institute
Master
Master of Philosophy
Lui, Chun-yin. "A study of the whole school approach towards environmental education". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038699.
Pełny tekst źródłaBlum, Andrea. "The social shaping of environmental education policy and practice in Monteverde, Costa Rica". Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536535.
Pełny tekst źródłaSosu, Edward M. "Unearthing the complexities in teachers' commitment to environmental education : a social psychological perspective". Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21735.
Pełny tekst źródłaRobottom, Ian Morris, i 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.
Pełny tekst źródłaChan, Ka-ling. "Implementation of environmental education in primary and secondary schools of Hong Kong : current status and barriers /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709983.
Pełny tekst źródłaNogueira, Martins Analice. "Environmental Education and Gender: Voices from India and Brazil". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30213.
Pełny tekst źródłaLam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.
Pełny tekst źródłaLourenço, Fernando. "Entrepreneurship education for sustainable development : investigating the influence of economic, social and environmental factors". Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493850.
Pełny tekst źródłaCheng, Wai-mun Vivian. "Implementation of environmental education through the teaching of S4 - S5 biology, geography and history in Hong Kong secondary schools". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834307.
Pełny tekst źródłaOwens, Dorothea Jody. "Nature's Classroom: An Ethnographic Case Study of Environmental Education". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4192.
Pełny tekst źródłaYeung, Siu-hong Aaron. "Environmental education in Hong Kong with particular reference to teacher training /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.
Pełny tekst źródłaMulà, Pons de Vall Ingrid. "Living and learning sustainability in higher education : constructing indicators of social learning". Thesis, University of Gloucestershire, 2011. http://eprints.glos.ac.uk/1251/.
Pełny tekst źródłaChan, Ka-ling, i 陳嘉齡. "Implementation of environmental education in primary and secondary schools of Hong Kong: current status andbarriers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957651.
Pełny tekst źródłaYeung, Pui-ming Stephen. "Geography teaching and environmental consciousness among Hong Kong secondary school students /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13665698.
Pełny tekst źródłaWong, May-oi Esther. "A Study of the perceived teaching styles in environmental education through geography in Hong Kong /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890852.
Pełny tekst źródłaD'Amore, Chiara. "Family Nature Clubs| Creating the Conditions for Social and Environmental Connection and Care". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707605.
Pełny tekst źródłaA robust body of research has identified three primary life experiences that foster a lasting commitment to active care for the environment. These are: time spent enjoying nature, especially during childhood; a close, often familial, role model for nature appreciation; and participation in a nature or environment focused organization that offers direct learning opportunities. Family nature clubs (FNCs) bring groups of families together to explore nature on a regular basis – thus fulfilling all three of these experiences. This study used ecological psychology, attachment and family systems theories, and community psychology to create a framework for understanding how these experiences can come together in the form of FNCs to foster pro-environmental behavior as well as individual, familial, and community well-being. The methodologies of ethnography, case study and action research and the methods of direct observation, surveys, and most-significant change interviews were used. The study population was the leaders in and participants of FNCs, including Columbia Families in Nature, a FNC I founded. Study results incorporate data from 47 FNCs and over 350 participants. More than twenty distinct positive outcomes of FNC participation were identified in the areas of: greater knowledge of and sense of connection with nature; more time spent in nature; enhanced individual and familial well-being; stronger social connections; and greater environmental and social action. The youth nature experiences of the adult participants was found to be significantly related to their current sense of connection to nature (p < 0.001) and level of environmental action (p=0.03). Family time in nature was found to be significantly related to connection with nature (p=0.007), environmental action (p=0.02), and social action (p=0.03).
O'Donoghue, Rob. "Detached harmonies : a study in/on developing social processes of environmental education in eastern southern Africa". Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1007726.
Pełny tekst źródłaLam, Wing-po, i 林永波. "Attitudes of teachers & teacher trainees towards environmental education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.
Pełny tekst źródłaParsons, Ashley Elise. "Inner-City Children and Environmental Equity: Evidence from Philadelphia". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/33501.
Pełny tekst źródłaMaster of Urban and Regional Planning
Smith, Alison. "Raising environmental awareness through performance art". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession86-10MES/Smith_A%20MESThesis%202007.pdf.
Pełny tekst źródłaLui, Chun-yin, i 雷鎮賢. "A study of the whole school approach towards environmental education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958096.
Pełny tekst źródłaHsu, Yi-Hsuan. "An integrated model for investigation of social-psychological influences on college students' attitudinal tendencies toward appropriate environmental behavior a study in Taiwan /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054677969.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xvi, 229 p.; also includes graphics Includes bibliographical references (p. 164-174). Available online via OhioLINK's ETD Center
Kwong, Mong-ha. "A study of the revised 1995 HKCE chemistry syllabus on the development of S4-5 pupils in the awareness of the environmental aspects in their daily life". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710195.
Pełny tekst źródłaFarrington, Katie. "Engaging sense of place in an environment of change: youth, identity and place-based learning activities in environmental education". Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007931.
Pełny tekst źródłaMomiroski, Toni Ross William. "Knowing and acting in the environment : the relationship between knowledge, beliefs and actions in environmental students and alumni /". Abstract, 2009. http://mulinet3.li.mahidol.ac.th/thesis/2552/cd425/4936030.pdf.
Pełny tekst źródłaZorrilla, Pujana Juanita. "Integrating environmental education in national parks of Colombia". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/370118.
Pełny tekst źródłaMany experts consider environmental Education (EE) as an essential part in the management of protected areas, constituting a key element linking the biological and social dimensions for the conservation of ecosystems. Comparing with other kind of management strategies as biological monitoring and research, this field is still in its infancy, with many breaches in terms of systematization and assessment, a situation that difficult the integration and visibility of EA within management programs in the conservation of protected areas. Taking the Colombian National Natural Parks System as study area, a methodological route was developed to integrate local EE plans to the existing model of management planning. The study was developed through a participatory and inclusive research to respond to the specific conservation needs and goals. In first place, an internal EE diagnosis was developed, revealing that EE integration within the parks management structure was a first priority need, being a converging result on the two case studies on National Parks from the Pacific Coast of Colombia. The diagnosis also demonstrates that communication, participation, training and evaluation have to be reinforced, and linking the community and stakeholders involved in the park management was essential for the success of the EE program and management results. The proposed methodology route has been agreed upon by the National Parks staff from local, regional and national level, and incorporates advice and recommendations from different stakeholders, in order to better include the park users. Integrating EE into local action plans, will help us to advance toward sustainable management in marine and coastal protected areas elsewhere, taking into account not only the biological but also the social-cultural prism. Once the methodological route was agreed, the assessment was the remaining challenge. Nowadays, a new perspective to measure management effectiveness in protected areas goes through the inclusion of social data for decision-making. In this process, EE plays a key role in catalyzing biological and social fields in the management process, but there are scarce data about this relation. Following an institutional bottom-up perspective, an EE indicator set proposal was developed, being easy to use by practitioners and able to measure the response of the EE program in relation to the conservation objectives of protected areas management plan. Using a combination of quantitative and qualitative techniques, the data gathering and indicator elaboration is divided in five stages: 1. An EE program survey at a national scale. 2. An interview phase to EE staff and NGOs. 3. EE Objectives categorization. 4. Systematization process and 5. Focus group to evaluate the indicators set proposal. Finally, a set of 5 EE indicators is developed to fulfill the identified needs: appropriation of information, articulation, participation quality, program implementation and continuity of EE process. It is expected that this new approach for EE evaluation will hopefully be adopted in the update of management plans of the National Park System of Colombia, as an innovative tool that contributes to the effectiveness assessment of protected areas, incorporating a more social and participative focus. This PhD dissertation is a contribution to the statements of the Colombian Policy for Social Participation in Conservation and the National Environmental Education Strategy for National Parks of Colombia
Saccol, Angela Link. "Educação ambiental e representações sociais: um estudo com professoras dos anos iniciais do ensino fundamental". Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/412.
Pełny tekst źródłaThis work aims to identify and comprehend the social representations of environmental education of teachers of the initial years of the elementary schools of the city of Pato Branco. This research involved six teachers of an urban school and six teachers of a rural school. Initially, is presented the social representation theory, with a brief overview of its origins, concepts and ramifications. It is also presented the processes of objectification and anchoring. Thus, an understanding of education is exemplified in its broader sense, an environmental crisis comprehension, its contextualization based in local and international conferences and the conservative and critical currents that form the main framework for the environmental education developed in Brazil. To complement, it is explored the thematic of teacher formation and the introduction of the environmental education in the pedagogical practices of the teachers. As methodological proposition, three instruments of collecting data are used: interview, hierarchization of the evocations and analysis of documents, such as, syllabus and political-pedagogic projects of both schools. To analyze the data, it is used content analysis to identify and comprehend the representations of the environmental education. Based on the collected data, it is concluded that the social representations of the environmental education revolves around the awareness to respect and preserve the environment. Therefore, this education consists in a set of procedures aiming to develop the awareness to respect and to preserve the environment which is only considered on its natural aspects. The hierarchization technique corroborates this comprehension that the social representation of environmental education is related to development of the awareness regarding the respect and preservation of the environment. In the analysis of the syllabus and the class diary of the teachers, it can be observed almost total inexistence of registered activities developed in class. During the interviews and the documental analysis it can be noted that dialogs about environmental education are carried out. However, they are still related to commemorative dates. It is also noted that pedagogical practices of the interviewed people reflect, in a certain sense, the processes of formation of the teachers of environmental education. It is stressed the fragile formation of those teachers that are demanded, in several ways, to realize what is possible in order to not leave the students without the access to the knowledge, therefore justifying the point-specific activities found in the teacher’s materials. It is necessary the development of public policies related to the environmental education focused on teachers, beyond providing continuous formation also focused on environmental education and the distribution of related materials in schools, since the subject is current and it is part of the daily routine of the schools.
Lam, Kwok-keung. "A study of the concerns and practices of the heads of geography departments in the implementation of environmental education in secondary schools of Hong Kong". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709533.
Pełny tekst źródłaKlein, Antonia. "The Environmental Health of the Autistic Student in the Public School Classroom". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1409.
Pełny tekst źródłaShobe, Amber R. "Insights into Perspectives on Environmental Sustainability". UKnowledge, 2015. http://uknowledge.uky.edu/cld_etds/19.
Pełny tekst źródłaHatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.
Pełny tekst źródłaWeidensaul, Amy. "Exploring Lifelong Influence of Participating in the Junior Audubon Club During Childhood". Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1544808352448322.
Pełny tekst źródłaSchenkelberg, Michaela A. "Social environmental influences on physical activity of children with Autism Spectrum Disorders". Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15829.
Pełny tekst źródłaDepartment of Kinesiology
David A. Dzewaltowski
Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity guidelines than neurotypical children (NT). Influences on physical activity (PA) of children with ASD are unclear and marked characteristics of the disorder pose challenges for developing interventions to promote PA. . The purpose of this study was to explore setting (free play versus structured) and group composition influences on ASD and NT young children's physical activity (LMVPA, MVPA) during a summer camp. Methods: Data were collected on 12 boys (5-6 years) attending an inclusive summer camp. During free play and structured activity sessions, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children – Preschool. Results: In a free play setting, children with ASD spent significantly less time in MVPA while with a peer (1.0% of session time), compared to being with a group of peers (12%) or when alone (13%). In free play, NT peers spent significantly more time in LMVPA when solitary (67%) compared to with a peer (38%) or with an adult (40%). In a structured setting, NT peers had greater LMVPA solitary (72%) social environments compared to being in a group with adult (34%). Conclusion: Preliminary evidence suggests that features of the social environment may influence PA levels of children with and without ASD. Depending on the setting, certain social group contexts may be more PA promoting than others.
Yocco, Victor Samuel. "Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284688743.
Pełny tekst źródłaWebb, Garlon Mobley. "Relations Between Social-Environmental Characteristics of Families and Career Decision/Indecision of Secondary Tech Prep Students". UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/218.
Pełny tekst źródłaPetersen, Hans-Georg, i Karl Heinz Jüttemeier. "Taxes, transfers, economic efficiency and social justice : essays on public economics 1979 – 2009. - Chapter 6: Social policy, higher education and environmental economics". Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5042/.
Pełny tekst źródłaTang, Wong-biu. "A study of the relationship between stages of cognitive development and home background on environmental learning of S.1 and S.4 geography students in Hong Kong". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710080.
Pełny tekst źródłaMcGarry, Dylan. "Empathy in the time of ecological apartheid : a social sculpture practice-led inquiry into developing pedagogies for ecological citizenship". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013154.
Pełny tekst źródłaFlanagan, Linda Sue. "Using therapy dogs with troubled middle school children to improve social skills and teach environmental sensitivity". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3227.
Pełny tekst źródłaLam, Chi-kei Jacqueline, i 林哲奇. "From awareness to action: problems of environmental education campaigns in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31254937.
Pełny tekst źródłaANDRADE, LIVIA IGLESIAS DE. "THE GEOGRAPHIC EDUCATION AS A WAY TO THE PROMOTION OF SUSTAINABILITIES: REGISTERING SOCIAL AND ENVIRONMENTAL VALUES WITH THE 6TH YEAR OF BASIC EDUCATION". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18186@1.
Pełny tekst źródłaO trabalho destaca-se como uma produção teórico-conceitual, na qual analisamos o ensino da geografia na educação básica, fundamentalmente no 6° ano do ensino fundamental, enfatizando que a educação geográfica, através do ensino do conceito geográfico de lugar, pode contribuir para a formação cidadã dos alunos, bem como para a (re)criação de valores socioambientais éticos, representando assim um caminho eficaz a ser trilhado para a promoção de sustentabilidades no espaço. Desse modo, propomos que a noção de sustentabilidades faça parte do conteúdo programático da geografia escolar, criando uma relação simbiótica entre a educação geográfica e a promoção de ações sustentáveis no espaço, através de metodologias de ensino, como a elaboração de projetos didáticos, que favoreçam a formação socioambiental ética do alunado, preparando-os para o exercício da cidadania, e para a construção de relações de afeto, solidárias, cuidadosas e responsáveis com o outro e com o meio ambiente. Acreditamos que a referida simbiose pode ser um ganho tanto para o ensino da Geografia, como para a construção e gestão de espaços de vivências sustentáveis, no âmbito socioambiental.
The work stands out as a production theoretical and conceptual, in which we analyze the geography teaching at the basic education, fundamentally at the 6th year of the basic education, emphasizing that the geographic education, trough the teaching of the geographical concept of place, can contribute to the students citizenship formation, as well as to the creation of social and environmental ethic values, thus representing an effective way to be trodden to the promotion of sustainabilities at the space. Thus, we propose that the notion of sustainabilities make part of the programmatic content of school geography, creating an symbiotic relation between the geographical education and the promotion of sustainable actions in space, through teaching methodologies, like the elaboration of didactic projects, that favor the pupils ethic social and environmental formation, preparing them to the exercise of citizenship, and to the construction of relations of affection, solidarity, carefull, and responsible with the other and the environment. We believe that the mentioned symbiosis can be a acquisition both to the teaching of geography, as to the construction and management of spaces of sustainable experiences at the social and environmental scope.
Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
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