Using Student-Determined Needs to Evaluate Environmental Education Programs

1977 ◽  
Vol 8 (4) ◽  
pp. 27-30
Author(s):  
Michael R. Cohen
Keyword(s):  
Environmental Education ◽  
Education Programs

Nonformal Educational Settings

2017 ◽  
Author(s):  
Joe E. Heimlich ◽  
Jennifer D. Adams ◽  
Marc J. Stern
Keyword(s):  
Environmental Education ◽  
Social Institutions ◽  
Field Trips ◽  
Urban Environments ◽  
Educational Opportunities ◽  
Education Programs ◽  
Community Institution ◽  
Urban Environmental Education ◽  
The Everyday ◽  
Sports Leagues

This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.

Environmental Myopia: The Case For Bifocals

2011 ◽  
Vol 27 (2) ◽  
pp. 229-237 ◽  
Author(s):  
Chris North ◽  
Garrett Hutson
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Environmental Impacts ◽  
Environmental Problems ◽  
Education Programs ◽  
Environmental Consequences ◽  
Leave No Trace ◽  
Aotearoa New Zealand ◽  
Environmental Educators

Domestic and international tourists have major impacts on Aotearoa/New Zealand, both positive and negative. In 2010, tourism was the biggest export earner and continues to grow. Environmental consequences of tourism are also growing. Ways of addressing the environmental impacts caused by a mobile society continue to be debated from a variety of practical and theoretical positions. Place-based approaches are a logical discussion focus in addressing these types of social and environmental problems but may be associated with environmental myopia. Tourism, mobility and the principles of environmental education programs such as Leave No Trace are all contested topics within the place-based discourse. This article discusses these tensions and proposes an expansion of place-based and cosmopolitan approaches, with the Leave No Trace Aotearoa/New Zealand campaign presented as an example. The article concludes with possible implications of a more bifocal approach for environmental educators.

scholarly journals Real World Learning: a critical analysis

Envigogika ◽  
2015 ◽  
Vol 10 (3) ◽  
Author(s):  
Jan Činčera
Keyword(s):  
Environmental Education ◽  
Real World ◽  
Behavioral Change ◽  
Quality Criteria ◽  
Point Of View ◽  
Education Programs ◽  
Hand Model ◽  
Outdoor Environmental Education ◽  
Emancipatory Learning ◽  
Real World Learning

The paper analyses the so called “Hand model”, invented as a part of The Real World learning international project. The aim of the model was to provide guidance for outdoor environmental education programs. In the analysis, it is suggested that the model suffers from inconsistency between its efforts to establish quality criteria consistent with self-directed, emancipatory learning, and its instrumental ambition to promote behavioral change. In the same way, the model provides a new point of view on outdoor environmental education programs, namely on values and frames communicated by the programs.

scholarly journals 201 The Outline and Result of Environmental Education Programs for Children

2005 ◽  
Vol 2005 (0) ◽  
pp. 45-48
Author(s):  
Katsuya NAGATA ◽  
Masafumi KATSUTA ◽  
Ryosuke MAENO ◽  
Takashi HIRADE ◽  
Takero SHINOHARA
Keyword(s):  
Environmental Education ◽  
Education Programs

Lookout for learning: Exploring the links between drama and environmental education pedagogies

2020 ◽  
Vol 36 (3) ◽  
pp. 234-245
Author(s):  
Susan J. Wake ◽  
Sally Birdsall
Keyword(s):  
Environmental Education ◽  
Focus Groups ◽  
Human Development ◽  
Environmental Quality ◽  
Vantage Point ◽  
Education Programs ◽  
Living Things ◽  
Point Analysis ◽  
Environmental Educators ◽  
The City

AbstractEnvironmental educators remain challenged by how to encourage people to make connections between environmental quality and human development in a way that is socially just and equitable for all living things. This article explores links between performance-based learning and environmental education pedagogy as one way to address this challenge. Sixteen children (8–10 years) from an Auckland primary school worked with a performance artist to present Lookout, an intimate performance by a child for an adult. Its intent was to juxtapose people’s different backgrounds, experiences and ages in a two-way communication of their view of Auckland City through an environmental lens encompassing past, present and future, while surveying the city from a vantage point. Analysis of data from focus groups with the children and interviews with their parents (also participants) showed that the Lookout process led to children developing a deeper understanding of Auckland City’s issues, a stronger sense of connection to their city, an understanding of the future, and feelings of empowerment. However, their parents’ learning was more tenuous. Three key elements to the success of Lookout for learning are identified, and it is proposed that these could be used when developing performance-based environmental education programs.

scholarly journals Values Education in Outdoor Environmental Education Programs from the Perspective of Practitioners

2020 ◽  
Vol 12 (11) ◽  
pp. 4700
Author(s):  
Jan Činčera ◽  
Bruce Johnson ◽  
Roman Kroufek ◽  
Petra Šimonová
Keyword(s):  
Environmental Education ◽  
Values Education ◽  
Education Programs ◽  
Program Leaders ◽  
Education Practice ◽  
Outdoor Environmental Education ◽  
Theoretical Perspectives ◽  
Normative Practice ◽  
Practice Gap ◽  
Theory Practice Gap

Shaping environmental values is considered one of the goals of environmental education. At the same time, this creates questions about the line between indoctrination and education. While values education has been widely discussed from various theoretical perspectives, few studies have analyzed how it is being practiced. This article investigates five outdoor environmental education programs and identifies the values the programs promote as well as the means they use to communicate these values to students. Additionally, the article examines the perspectives of 17 program leaders and center directors regarding the ways in which values should be promoted in environmental education and the approaches they use in their practice. According to the findings, all the observed programs applied a normative, value-laden approach, communicating mainly the values of universalism. The most frequently observed strategy was the inculcation of desirable values by moralizing and modeling. Simultaneously, some of the leaders’ beliefs, while highlighting value-free or pluralistic approaches, contradicted their rather normative practice. This article describes the theory–practice gap identified and discusses the implications of the prevailing use of the normative approach in outdoor environmental education for the field. It calls for opening an in-depth debate on what, why, and how values belong in outdoor environmental education practice.

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