Those who teach learn: Near-peer teaching as outdoor environmental education curriculum and pedagogy

2017 ◽  
Vol 20 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Lucas Bester ◽  
Gregg Muller ◽  
Brendon Munge ◽  
Marcus Morse ◽  
Noel Meyers
Keyword(s):  
Environmental Education ◽  
Peer Teaching ◽  
Education Curriculum ◽  
Curriculum And Pedagogy ◽  
Outdoor Environmental Education

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

Thinking with a landscape: the Australian Alps, horses and pedagogical considerations

2020 ◽  
pp. 1-19
Author(s):  
Scott Jukes
Keyword(s):  
Environmental Education ◽  
Educational Research ◽  
Specific Problem ◽  
Geographical Location ◽  
Outdoor Environmental Education ◽  
Australian Alps ◽  
Environmental Educators ◽  
Multiple Species ◽  
Constructing Knowledge

Abstract This paper proposes some possibilities for thinking with a landscape as a pedagogical concept, inspired by posthuman theory. The idea of thinking with a landscape is enacted in the Australian Alps (AA), concentrating on the contentious environmental dilemma involving introduced horses and their management in this bio-geographical location. The topic of horses is of pedagogical relevance for place-responsive outdoor environmental educators as both a location-specific problem and an example of a troubling issue. The paper has two objectives for employing posthuman thinking. Firstly, it experiments with the alternative methodological possibilities that posthuman theory affords for outdoor environmental education, including new ways of conducting educational research. Secondly, it explores how thinking with a landscape as a pedagogical concept may help open ways of considering the dilemma that horses pose. The pedagogical concept is enacted through some empirical events which sketch human–horse encounters from the AA. These sketches depict some of the pedagogical conversations and discursive pathways that encounters can provoke. Such encounters and conversations are ways of constructing knowledge of the landscape, covering multiple species, perspectives and discursive opportunities. For these reasons, this paper may be of relevance for outdoor environmental educators, those interested in the AA or posthuman theorists.

Following lines in the landscape: Playing with a posthuman pedagogy in outdoor environmental education

2021 ◽  
pp. 1-16
Author(s):  
Scott Jukes ◽  
Alistair Stewart ◽  
Marcus Morse
Keyword(s):  
Qualitative Research ◽  
Environmental Education ◽  
Education Students ◽  
Outdoor Environmental Education ◽  
Paradigmatic Structure ◽  
Affective Dimensions ◽  
New Empiricism

Abstract Situated within a series of river journeys, this inquiry considers the role of material landscape in shaping learning possibilities and explores practices of reading landscapes diffractively. We consider ways we might pay attention to the ever-changing flux of places while experimenting with posthuman pedagogical praxis. Methodologically, we embrace the post-qualitative provocation to do research differently by enacting a new empiricism that does not ground the inquiry in a paradigmatic structure. In doing so, we rethink conventional notions of method and data as we create a series of short videos from footage recorded during canoeing journeys with tertiary outdoor environmental education students. These videos, along with a student poem, form the empirical materials in this project. Video allows us to closely analyse more-than-human entanglements, contemplating the diverse ways we can participate with and read landscapes in these contexts. We aim to provoke diffractive thought and elicit affective dimensions of material encounters, rather than offer representational findings. This project intends to open possibilities for post-qualitative research, inspired by posthuman and new materialist orientations.

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