Environmental education in the school curriculum

1971 ◽  
Vol 3 (4) ◽  
pp. 301-302
Author(s):  
Jan Čeřovský
Keyword(s):  
Environmental Education ◽  
School Curriculum

scholarly journals From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum

2016 ◽  
Vol 2 (2) ◽  
pp. 60
Author(s):  
Ajayi C. Omoogun ◽  
Etuki E. Egbonyi ◽  
Usang N. Onnoghen
Keyword(s):  
Environmental Education ◽  
Environmental Ethics ◽  
Environmental Concern ◽  
Environmental Awareness ◽  
Code Of Conduct ◽  
Human Perception ◽  
Environmental Issues ◽  
School Curriculum ◽  
Ecological Problems ◽  
Environmental Curricula

<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>

The State of Environmental Education in the Australian School Curriculum

2003 ◽  
Vol 19 ◽  
pp. 115-124 ◽  
Author(s):  
Debbie Heck
Keyword(s):  
Environmental Education ◽  
Secondary Level ◽  
School Curriculum ◽  
Health And Physical Education ◽  
National Review ◽  
National Initiatives ◽  
Explicit Reference ◽  
The Government ◽  
Senior Secondary ◽  
Years Of Schooling

AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the compulsory years of schooling through to senior secondary. The similarities between the two reviews are evident in the identification of Science and Social Science in the compulsory years of schooling as having. direct references to environmental education. Geography at the senior secondary level also had significant explicit reference to environmental education. However, there were differences. The 2003 review identified environmental studies as a new secondary level subject that has environmental education objectives. It also identified a broader range of learning areas including Arts, Health and Physical Education, English and Technology which provided opportunities for the development of environmental education.

Developments & Challenges in Australian Environmental Education

1990 ◽  
Vol 6 ◽  
pp. 15-28 ◽  
Author(s):  
Peter J. Fensham
Keyword(s):  
Environmental Education ◽  
Environmental Concern ◽  
Public Support ◽  
Environmental Issues ◽  
School Curriculum ◽  
Australian Government ◽  
European Elections ◽  
Strong Action ◽  
Sensitive Issues ◽  
Political Priority

This year of 1990 is an appropriate time to review the place of environmental education in the Australian school curriculum. After a period in the mid 1980s when environmental issues and political attention to the environment were on the back burner in comparison with economic issues, the environment is again a top international political priority. With Green victories in a number of European elections, even the hitherto unmindful Thatcher government in Britain is claiming an environmental concern and announcing several conservation measures, albeit with rather distant targets compared with a number of their prospective partners in Europe.The Hawke government in its third term sensed a growing environmental disenchantment among its supporters, and appointed one of its heavy-weights to the Environment portfolio. This move, and the strong action he took over several sensitive issues, were enough to keep the Green preferences in line and ensure in 1990 a fourth, unprecedented Labor term of office.The first Australian government involving official Green support appeared in Tasmania and in most of the other states the governments have upgraded Conservation and the Environment among their ministries.Most Australians, according to a poll conducted late in May (The Age, 15 June, 1990), feel that the threat to the environment is real, and that its protection should be put ahead of economic growth. Such strong public support for the environment would have been unthinkable a decade ago, even though the evidence for much of the now widely recognised damage to the Australian and global environment was available.

scholarly journals Teachers’ And Students’ Attitudes Towards Integrating Environmental Education in the Secondary School Curriculum for Managing Environmental Degradation in Machakos Sub County, Kenya

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Timothy Mandila Chikati
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Environmental Degradation ◽  
Environmental Attitudes ◽  
Action Plan ◽  
School Curriculum ◽  
Teachers And Students ◽  
Secondary School Curriculum ◽  
Students Attitudes

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (2007). The theory views the implementation of IEE programme through lenses of four independent variables identified as need; clarity; complexity; quality and practicality on the one hand and teachers’ and students’ levels of environmental awareness, knowledge, skills, attitudes and participation as dependent variables on the other hand. These variables network with local factors and external factors as intervening variables to determine the IEE implementation process. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants for the study. The target population of this study was public secondary schools, teachers and form 4 students from Machakos Sub-County. Stratified and simple random sampling techniques were employed in sampling secondary schools, teachers and students.  Questionnaires were used for data collection. Quantitative data were analysed using simple descriptive statistics. Overall study findings demonstrated that both teachers’ and students’ attitudes towards integrated environmental education in the secondary school curriculum were fairly positive though not adequate enough for effective implementation of IEE in the school curriculum hence, the unyielding environmental degradation in Machakos Sub-County. The study recommended that The Ministry of Education and the relevant urgencies such as KICD, DQAS and KNEC work jointly with school managers to draw an action plan to reinforce and intensify teachers’ and students’ levels of environmental attitudes through pre-service and in-service training, workshops and seminars on contemporary environmental issues. It is also recommended that studies are undertaken to understand those impediments that impede change in teachers’ and students’ environmental attitudes so that useful and practical interventions can be identified.

scholarly journals Urban and place-based environmental education in the Ontario Secondary School curriculum

2021 ◽  
Author(s):  
Laila Mnyusiwalla
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary Schools ◽  
School Curriculum ◽  
Stakeholder Groups ◽  
Secondary School Curriculum ◽  
Enrollment Data

This study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, “Shaping Our Schools, Shaping Our Future”. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for urban and place-based environmental education (U&PBEE). The extent and prescriptiveness of U&PBEE coverage by subject, course, grade, and course progression or pathway are reported upon. These findings are contextualized through the perspectives of diverse stakeholder groups at the “Education Experts’ Workshop: Implementing 2007 Bondar Report’s Intended Outcomes in 2015” hosted by Ryerson University in April 2015. EE in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of U&PBEE are being applied inconsistently across the mandatory curriculum. Poor enrolment in senior electives shows that the focus of students remains elsewhere, fracturing EE’s progression in secondary schools.

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