Deconstructing action competence: developing a case for a more scientifically-attentive environmental education

1998 ◽  
Vol 7 (3) ◽  
pp. 225-236 ◽  
Author(s):  
Keith Bishop ◽  
William Scott
Keyword(s):  
Environmental Education ◽  
Scientific Literacy ◽  
Environmental Issues ◽  
Democratic Citizenship ◽  
Personal Action ◽  
Environmental Educators ◽  
Understanding Of Science ◽  
Action Taking ◽  
Citizenship Skills ◽  
Action Competence

Environmental education tends to be characterized by a rhetoric of action-taking, and the call for the development of personal action competence is one manifestation of this. This paper critically examines recent work on the concept of action competence. This is seen as a set of capabilities which equip people with the ability to take purposive and focused action, and which embodies a democratic commitment to be participants in the continuing shaping of society—on their own terms and in their own ways. Action competence is seen by some as a crucial outcome for environmental education because it brings together the processes and practices of education with the need to develop democratic citizenship skills and values, and with the nature of the ecological, social and environmental crises facing the world. This paper acknowledges the contribution such concepts make to environmental education, but takes issue with a tendency within action competence to undervalue the place of science in the construction of knowledge and understanding of environmental issues. We argue that, despíte being dismissed by many environmental educators, science has a significant role to play within effective environmental education, particularly through the achievement of scientific literacy and capability, both of which seem fundamental to an understanding of science, environmental issues, and their interrelationship. The paper argues for a more pragmatic conceptualization of action competence in order to encourage broadly-based and scientifically-attentive conceptions of environmental education.

scholarly journals Τhe Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece

2021 ◽  
Vol 11 (6) ◽  
pp. 274
Author(s):  
Dafni Petkou ◽  
Veronika Andrea ◽  
Katerina Anthrakopoulou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Issues ◽  
Simple Random Sampling ◽  
Environmental Perceptions ◽  
Education Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceptions And Attitudes ◽  
Environmental Educators

Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators’ lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.

scholarly journals Failing the test or the failure of the test: The case of environmental education in Israel

2021 ◽  
Vol 29 ◽  
Author(s):  
Ruth Zuzovsky
Keyword(s):  
Environmental Education ◽  
Scientific Knowledge ◽  
Environmental Sustainability ◽  
Scientific Literacy ◽  
Environmental Issues ◽  
Eighth Graders ◽  
Science Study ◽  
The Third ◽  
Scientific Approach ◽  
Mathematics And Science

Different approaches are employed when teaching environmental issues. One approach, termed the “environmental scientific approach,” perceives environmental education as part of life or earth sciences, providing factual, scientific knowledge. Another approach, termed the “environmental sustainability citizenry approach”, emphasizes sustainability and balancing between the need to move forward technologically and economically and the need to protect the environments in which we and others live. A synthesis of the two approaches encompasses both environmental scientific literacy and environmental sustainability citizenry. This article examines the degree to which changes in the emphasis given to the two approaches worldwide and in Israel impacted the achievements of Israeli eighth graders in this field. Based primarily on data from the Third Mathematics and Science Study-(TIMSS), the findings indicate that the TIMSS tests were biased toward the “environmental scientific” approach, in contrast to the more recent and accepted trends of the “environmental sustainability citizenry approach” embedded in Israeli curriculum. The assessment of environmental achievements in Israel, that was based on the biased test of the TIMSS study, fails to accurately reflect both the curricular changes that have taken place in Israel in this field and students' achievements, thus rendering this assessment inappropriate for this purpose.

Young Adolescents' Perceptions of Environmental Issues: Implications for Environmental Education in Urban Settings

1992 ◽  
Vol 8 ◽  
pp. 45-58 ◽  
Author(s):  
Arjen Evert-Jan Wals
Keyword(s):  
Environmental Education ◽  
Dynamic Equilibrium ◽  
Approaches To Learning ◽  
Environmental Issues ◽  
Theory And Practice ◽  
Learning Goals ◽  
The Status ◽  
Environmental Educators ◽  
Goals And Objectives

Despite good intentions, many environmental education (EE) projects seem to fall short in realising ambitious learning goals such as “helping citizens become environmentally knowledgeable, skilled and dedicated people who are willing to work individually and collectively, toward achieving and/or maintaining a dynamic equilibrium between the quality of life and the quality of the environment.” (Harvey cited in Hungerford et al., 1980). Without always challenging the nature and content of these goals, many researchers and practitioners are trying to resolve this discrepancy between the theory and practice of EE. Some have tried to instrumentally structure EE content matter by using hierarchical levels of universal goals and objectives (e.g. Hungerford et al., 1980; Marcinkowski, 1990) whereas others who question the value or the status of universal goals and objectives, have put emphasis on contextual development of EE within the school community (e.g. Bull et al., 1988; Robottom, 1987). However, relatively little attention has been paid to the way young people come to make sense of their own environment through their everyday interactions with(in) the lifeworld.For more than fifty years constructivist approaches to learning have suggested that the pre-instructional perceptions (also referred to as “mini-theories” and “misconceptions”) of the learner play a key role in successful learning or lack thereof (Ausubel, 1968; Driver and Oldham, 1986; Freyberg and Osborne, 1981; Gilbert and Watts, 1983; Hasweh, 1986; Novak and Gowin, 1984, Wals, 1987) Yet, unlike the English teacher who is very capable of determining at what “level” her students are, environmental educators have little understanding of students' perceptions of the environment and environmental issues, and the “mini-theories” to which they lead.

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.

Integration of Environmental Education and Research for Multi-Disciplinary Studies

2014 ◽  
Vol 1065-1069 ◽  
pp. 2463-2466 ◽  
Author(s):  
Ming Qing You
Keyword(s):  
Environmental Education ◽  
College Graduates ◽  
Environmental Studies ◽  
Environmental Issues ◽  
Engineering Management ◽  
Fields Of Study ◽  
Informed Decisions ◽  
The Government ◽  
Politics And Law

The current environmental education and research are scattered in different disciplines of studies, notably science, engineering, management, economics, politics, and law. This leads to some problems, such as the lack of sufficient understanding of other fields, narrow perspectives towards environmental issues and ill-informed decisions of different branches of the government, and the teaching of one field of the environmental studies based on a false, distorted, or outdated understanding of other fields. Restructuring course curriculum, multi-disciplinary research, and recruitment of college graduates from other fields of study are some of the suggestions.

An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

Drama and Environment: Joining Forces to Engage Children and Young People in Environmental Education

2013 ◽  
Vol 29 (2) ◽  
pp. 182-201 ◽  
Author(s):  
David J. Curtis ◽  
Mark Howden ◽  
Fran Curtis ◽  
Ian McColm ◽  
Juliet Scrine ◽  
...  
Keyword(s):  
Environmental Education ◽  
Case Studies ◽  
Large Scale ◽  
Environmental Issues ◽  
Contemporary Society ◽  
Children And Young People ◽  
School Based ◽  
Qualitative Evidence ◽  
Theatre Company ◽  
Theatre In Education

AbstractEngaging and exciting students about the environment remains a challenge in contemporary society, even while objective measures show the rapid state of the world's environment declining. To illuminate the integration of drama and environmental education as a means of engaging students in environmental issues, the work of performance companies Evergreen Theatre, Leapfish and Eaton Gorge Theatre Company, the ecological oratorio Plague and the Moonflower, and a school-based trial of play-building were examined through survey data and participant observations. These case studies employed drama in different ways — theatre-in-education, play-building, and large-scale performance event. The four case studies provide quantitative and qualitative evidence for drama-based activities leading to an improvement in knowledge about the environment and understandings about the consequences of one's actions. In observing and participating in these case studies, we reflect that drama is a means of synthesising and presenting scientific research in ways that are creative and multi-layered, and which excite students, helping maintain their attention and facilitating their engagement.

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>

scholarly journals Pengembangan Pendidikan Lingkungan Hidup melalui Program Adiwiyata (Studi di Kota Surabaya)

2020 ◽  
Vol 11 (2) ◽  
pp. 121-134
Author(s):  
Yulia Indahri
Keyword(s):  
Environmental Education ◽  
Student Attitudes ◽  
Informal Education ◽  
18Th Century ◽  
Environmental Issues ◽  
Environmental Problems ◽  
City Government ◽  
Legal Basis ◽  
The Government ◽  
Environmental Understanding

Environmental education (EE) is an integration of environmental understanding with formal or informal education. EE is expected to help students gain understanding on the awareness and knowledge about the environment to further shape student attitudes. From these understanding, skills and abilities will emerge so that students can actively participate and become agents in solving environmental problems. The concept of EE itself can be traced back to the 18th century, although globally, those engaged in the environmental sector began to strive to develop a more measurable EE concept since the 1970s. The legal basis also varies, with application models that adapt to each distinctive environment. Adiwiyata is a form of EE managed by the government through the integration of two important ministries, namely the ministry that deals with environmental issues and the ministry that deals with education. This study was intended to find out whether Adiwiyata was in accordance with the EE concept that was agreed upon globally. In particular, the implementation of the Adiwiyata Program in Surabaya City is the focus of this paper based on the results of research on the environment in 2019 which have been published. The environmental awareness of Adiwiyata School in Surabaya City is quite high and the concept developed by the Surabaya City Government is very solid that involves all parties.AbstrakPendidikan lingkungan hidup (PLH) merupakan pengintegrasian pemahaman lingkungan hidup dengan pendidikan formal atau pendidikan informal. PLH diharapkan dapat membantu siswa memperoleh kesadaran dan pengetahuan mengenai lingkungan hidup untuk selanjutnya dapat membentuk sikap siswa. Dari pemahaman tersebut akan muncul keterampilan dan kecakapan sehingga siswa dapat berpartisipasi aktif dan menjadi agen dalam memecahkan masalah lingkungan. Konsep PLH sendiri dapat ditelusuri sampai abad ke-18, walaupun secara global, mereka yang bergerak di bidang lingkungan hidup mulai berupaya untuk menyusun konsep PLH yang lebih terukur sejak tahun 1970-an. Dasar hukumnya pun beragam, dengan model penerapan yang menyesuaikan dengan lingkungan masing-masing. Adiwiyata merupakan salah satu bentuk PLH yang dikelola pemerintah dengan mengintegrasikan dua kementerian penting, yaitu kementerian yang menangani masalah lingkungan hidup dan kementerian yang menangani pendidikan. Kajian ini dimaksudkan untuk mengetahui apakah Adiwiyata sudah sesuai dengan konsep PLH yang disepakati secara global. Secara khusus, pelaksanaan Program Adiwiyata di Kota Surabaya menjadi fokus dari tulisan ini berdasarkan hasil penelitian tentang lingkungan di tahun 2019 yang telah dibukukan. Kesadaran lingkungan Sekolah Adiwiyata di Kota Surabaya sudah cukup tinggi dan konsep yang dikembangkan oleh Pemerintah Kota (Pemkot) Surabaya sangat solid dengan melibatkan semua pihak.

scholarly journals Analysis of the impact of plastic on the theme of Environmental Education for application in Brazilian public schools

2020 ◽  
Vol 8 (6) ◽  
pp. 78-89
Author(s):  
Diovana Napoleão ◽  
Letícia Alvarenga de Paula Eduardo ◽  
Roberta Veloso Garcia ◽  
Estaner Claro Romão
Keyword(s):  
Public Schools ◽  
Environmental Impact ◽  
Environmental Education ◽  
Waste Management ◽  
Social Values ◽  
Environmental Issues ◽  
Aquatic Environments ◽  
Pedagogical Practice ◽  
The Individual ◽  
The Impact

Environmental issues have been a prominent issue worldwide and the increase in plastic production and the lack of post-consumer waste management programs result in inadequate disposal and deposition in terrestrial and aquatic environments, causing environmental impacts. This paper was developed through the analysis of aspects of pedagogical practice in relation to environmental education with the plastic theme and its environmental impact on the environment. In this perspective, environmental education through the individual and the collectivity builds social values, knowledge, skills and competences aimed at the conservation of the environment. However, it was observed that addressing environmental issues should be considered a challenge for teachers, as it is a broad and diverse subject, as they are not prepared for the development of these activities and schools do not have the infrastructure to meet the needs of approaches to environmental issues.

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