Дисертації з теми "Subcommittee on Environmental Education"
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1
Rwema, Christian M. "Environmental education." Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/13555.
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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, and 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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4
Carty, Paula Christine Carleton University Dissertation Geography. "Thinking environmentally; environmental information and environmental education." Ottawa, 1996.
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5
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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6
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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Могильна, Наталія Олексіївна, Наталия Алексеевна Могильная, Nataliia Oleksiivna Mohylna, and Mayombola Fundisha. "Environmental education fn Tanzania." Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/8225.
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Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.
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9
West, Sarah. "Evaluation of environmental education." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5491/.
Повний текст джерелаАнотація:
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.
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Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.
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11
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.
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12
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.
Повний текст джерелаАнотація:
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.
13
Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
Повний текст джерелаАнотація:
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.
14
Loshak, O., and K. Bondarenko. "Economic aspects in environmental education." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8543.
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15
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.
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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.
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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.
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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.
Повний текст джерелаАнотація:
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.
19
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.
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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.
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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.
Повний текст джерелаАнотація:
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.
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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.
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Bassein, Emma (Emma R. ). "A digital path to environmental education." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/114116.
Повний текст джерелаАнотація:
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.
24
Naumets, V. "Theory and practice of environmental education." Thesis, Вид-во СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/11739.
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Lindemann, Monica A. "Environmental Virtue Education: Ancient Wisdom Applied." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4859/.
Повний текст джерелаАнотація:
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.
26
Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Повний текст джерелаАнотація:
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.
27
Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
Повний текст джерелаАнотація:
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.
28
Kopelke, David. "Environmental education through listening to children." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60239/1/David_Kopelke_Thesis.pdf.
Повний текст джерелаАнотація:
Environmental education centres contribute to schools and communities in Environmental Education and Education for Sustainability through nature and urban -based, experiential learning and action learning approaches. An underlying assumption of these centres is that intensive, short-term, outdoor/environmental education experiences can change key attitudes and/or actions leading to positive environmental behaviour. This study reflects the interests of a researching professional who investigated aspects of a program that he designed and implemented as principal of an environmental education centre. Most evaluations of similar programs have used quasi-experimental designs to measure the program outcomes. However, this study considered the experiences of the program from the perspectives of a group of key stakeholders often overlooked in the literature; the children who participated in the program.
This study examined children’s accounts of their own experiences in order to contribute new understandings of children’s perspectives and how they can be considered when designing and implementing environmental education programs. This research drew on key theoretical assumptions derived from the sociology of childhood. Within sociology of childhood, children are considered to be competent practitioners within their social worlds, who, through their talk and interaction, participate actively in the construction of their own social situations. This approach also views children as capable and competent learners who construct their knowledge through everyday participation in social experiences.
This study set out to generate children’s own accounts of their experiences of a five day residential program at the Centre. In total, 54 children participated in the study that used a multi-faceted data collection approach that included conversations, drawings, photographs and journal writing. Using content analysis, data were analysed by means of an inductive approach to develop themes related to the children’s perspectives of their experiences. Three interrelated and co-dependent components of the experience emerged from the analysis; space and place; engagement and participation; and responsiveness and reflection. These components co-exist and construct the conditions for effective experiences in environmental education at the Centre.
The first key finding was the emphasis that the children placed on being provided with somewhere where they could feel safe and comfortable to interact with their environment and engage in a range of outdoor experiences. The children identified that place was an outdoor classroom where they could participate in first-hand experiences and, at times, explore out-of-bound spaces; that is, a place where they had previously been limited, often by adults, in their opportunities to interact with nature.
A second key finding was the emphasis that the children placed on engagement and participation in environmental experience. The children described participating in a range of new primary experiences that involved first-hand, experiences and also described participating in collaborative experiences that involved interacting with peers and with teachers, who appeared to behave differently to how they behaved at school. Finally, the children described a different type of interactional relationship with teachers, comparing the active educational role they played on camp to a more passive role at school where they sat at a table and the teacher wrote on the board.
The final key finding was the emphasis that the children placed on responsiveness and reflection in the experience. In responding to their experiences, the children described the fun and excitement, confidence and satisfaction that they gained from the experience. The children also identified how their experiences contributed to the development of a caring-for-nature attitude and the value of a disorienting dilemma in promoting responsiveness to the environment. This disorienting dilemma was an event that caused the children to reassess their own beliefs and attitudes.
From the three main findings, a theoretical framework that represented the children’s accounts of their experiences and a pedagogic approach that respected their accounts was developed. This pedagogic approach showed how a disorienting dilemma could create a disequilibrium in relation to a child’s existing ideas and experiences. As a result, children were challenged to reflect upon their existing environmental beliefs and practices.
The findings of this research have implications for the field of environmental education. Adopting sociology of childhood provides an alternative foundation to research and can present a deeper understanding of what children believe, than an approach that relies solely on using scientific methods to undercover and analyse these understandings. This research demonstrates the value of gaining children’s accounts to assist educators to design environmental education programs as it can offer more than adult and educator perspectives. This study also provides understandings of environmental education practice by describing how the children engaged with informal learning situations.
Finally, two sets of recommendations, drawn from this study, are made. The first set considers nine recommendations about and for future research and the second relates to redesigning of the environmental educational program at the research site, with six recommendations made.
29
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.
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30
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.
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31
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.
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32
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.
Повний текст джерелаАнотація:
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.
33
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.
Повний текст джерелаАнотація:
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.
34
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.
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35
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.
Повний текст джерелаАнотація:
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.
36
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.
Повний текст джерелаАнотація:
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.
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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.
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Leketi, Makgau Peter. "Evaluation of environmental education courses in Bophuthatswana colleges of education." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003407.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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.
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Law, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
Повний текст джерелаАнотація:
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.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
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Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.
Повний текст джерелаАнотація:
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.
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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.
Повний текст джерелаАнотація:
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.
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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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Tsang, Yuet-mei. "A case study of the implementation of EE in Hong Kong kindergarten." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2119077X.
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Cheng, Lai-kuen. "A study of the effectiveness of environmental education programmes promoted by environmental NGOs in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118429X.
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Lai, Yee-ping. "An analysis of the possible differences in environmental perspective in solving environmental problems among students aged 15 and 17 in a Hong Kong school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184641.
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Askin, Jacalyn Ann. "Community college funding: Environmental and institutional influences." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282905.
Повний текст джерелаАнотація:
Community colleges are unique among higher education institutions in their potential access to local appropriations as well as state funding. Twenty-six states reported to the Education Commission of the States in 2001 that community colleges in their states received some share of local funding. In research question one, using data for 781 public community colleges, we explore the implications of resource dependency theory for mission differentiation between dual-funded and state-funded colleges. Research question two studies the influences of state demographics, economics, politics and college governance on state and local appropriations. We examine how these factors similarly and differently influence the two streams of public funding as well as how the two interact. We also investigate the question of whether local appropriations "pay off" for community colleges. This work extends prior research that has focused on funding for higher education in the aggregate or for four-year colleges and universities.
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Saud, Saud Saide. "The Venezuelan environmental education teacher training programme: An analysis of professional and environmental competencies." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10117.
Повний текст джерелаАнотація:
The purpose of this research is to describe and analyze the environmental education teacher training competencies model in Venezuela. More specifically, the study concentrates on the Universidad Pedagogica Experimental Libertador (UPEL). This university is the leading institution of teacher training in Venezuela. The UPEL environmental education teacher training model consists of twenty-one competencies associated with five environmental education areas. This model is examined using the UNESCO model as an international standard, the latter of which consists of twenty-eight competencies associated with professional and environmental education areas. Examination of the UPEL model also involves an assessment of the perceptions of Venezuelans concerned with environmental education with regard to the relevance of the UPEL model to Venezuelan environmental reality. The methodology applied in this study is set in the context of a content analysis of major UNESCO and UPEL model documents, and a survey of key Venezuelan individuals, UPEL environmental education professors and UPEL teacher candidates who have already taken environmental education. In this analysis a literature review also serves as an important source of information. Themes included in this review are associated with environmental education concepts and principles, the state of environmental education, the training of teachers in environmental education, competency based teacher training, the Venezuelan experience, and the UNESCO and Venezuelan teacher training models. The research stresses the description, analysis and interpretation of relevant aspects related to the UPEL competencies model and its relevance to Venezuelan reality. In light of major conclusions and implications of these aspects a set of recommendations is drawn. For example, this study reveals a critical need for research and evaluation of environmental education teacher training competency models. In the context of the comparison between the UNESCO and UPEL models, significant differences in their structure and content have been found. The UPEL model lacks a set of basic professional and environmental education competencies required for training effective environmental educators who are able to contribute to the prevention and solution of environmental problems. In the context of the assessment of perceptions it has been found that key individuals, as well as professors and students of environmental education, believe that the UPEL model is not relevant to the country's problems and needs. It appears that in addition to the deficiency in competencies, a lack of logistical support in the implementation of the model is also a serious weakness. Results of this study reveal an immediate and critical need for necessary adjustments to the UPEL environmental education teacher training model. Finally, it is expected that this research, concerned as it is with the quality of environmental education teacher training, will provide the necessary incentives and information for Venezuelan decision makers to improve the UPEL environmental education teacher training model.
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Kreis, Rainey. "The impact of an online course on environmental education program evaluation /." Link to full text, 2007. http://epapers.uwsp.edu/thesis/2007/Kreis.pdf.
Повний текст джерелаАнотація:
Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007.Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 183-188).
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Cordie, Alison M. "The development, implementation, evaluation, and revision of an online course entitled Making Environmental Education Relevant for Culturally Diverse Audiences /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Cordie.pdf.
Повний текст джерелаАнотація:
Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education & Inrerpretation), College of Natural Resources. Includes bibliographical references (leaves 112-118).