Bio:grafie. Oltre l'educazione ambientale

2009 ◽  
pp. 31-47
Author(s):  
Marcos Reigota
Keyword(s):  
Environmental Education ◽  
Radical Change ◽  
Contemporary Society ◽  
Environmental Educators

- Environmental education will find its place among the sciences and its meaning in contemporary society only if it is able to go beyond itself. This means, if environmental educators, through their practices and their bio:graphies, can contribute to provoke radical change, through which make feasible the contruction of a new society, more equal, truly democratic and made of citizens who are subjects of history.

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.

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.

Form Follows Function: Interpretive Wisdom for Environmental Educators

2006 ◽  
Vol 11 (2) ◽  
pp. 47-51 ◽  
Author(s):  
Eve M. Turek
Keyword(s):  
Environmental Education ◽  
Free Choice ◽  
Environmental Activism ◽  
Review Of The Literature ◽  
Front Line ◽  
Education Practice ◽  
Ecological Awareness ◽  
Environmental Educators ◽  
Free Choice Learning

A review of the literature reveals that interpreters’ emphasis on individual connection to the resource offers environmental educators key strategies to promote engagement and addresses critiques of environmental education practice as too generalized, behaviorist, manipulative, or negative. Interpreters serve as the nation's front-line environmental educators, with the foremost opportunity to inspire adults to engage in the free-choice learning that may, at best, motivate deeper ecological awareness and personal environmental activism. Pairing interpreters with teachers can extend the same opportunities to students.

Environmental Education and Its Effects on Environmental Sustainability

2021 ◽  
pp. 182-199
Author(s):  
Joan Mwihaki Nyika ◽  
Fredrick M. Mwema
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Environmental Issues ◽  
Environmental Problems ◽  
Contemporary Society ◽  
The North ◽  
Responsible Behavior ◽  
Resource Degradation

Environmental education (EE) for sustainable development remains a valuable subject of contemporary society, which is characterized with environmental issues such as climate change, pollution, loss of biodiversity, and resource degradation. The delivery of EE is based on the North American Association for environmental education values of knowledge, dispositions, competencies, and responsible behavior towards the environment. EE is a transformative tool to learners since it prepares learners with skills, attitudes, knowledge, and values to resolve environmental problems. It promotes environmental activism and action-oriented resolution of environmental issues. The full benefits of EE are challenged by limited human capacity, questionable professionalism, limited resources, and poor transformation of knowledge to practice. These challenges however can be alleviated through community engagement in formulating EE programs, multidisciplinary engagements, and research on EE delivery and quality.

Urban Environmental Education Review

2017 ◽  
Keyword(s):  
Environmental Education ◽  
Environmental Quality ◽  
Well Being ◽  
Learning Opportunities ◽  
Urban Context ◽  
Healthy Environment ◽  
Urban Environmental Education ◽  
Environmental Educators ◽  
Integrate Research ◽  
Education Review

This book explores how environmental education can contribute to urban sustainability. Urban environmental education includes any practices that create learning opportunities to foster individual and community well-being and environmental quality in cities. It fosters novel educational approaches and helps debunk common assumptions that cities are ecologically barren and that city people don't care for, or need, urban nature or a healthy environment. Topics within the book range from the urban context to theoretical underpinnings, educational settings, participants, and educational approaches in urban environmental education. Chapters integrate research and practice to help aspiring and practicing environmental educators, urban planners, and other environmental leaders achieve their goals in terms of education, youth and community development, and environmental quality in cities.

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 LA EDUCACIÓN AMBIENTAL EN LOS MOVIMIENTOS SOCIOAMBIENTALES DE MÉXICO: un abordaje simbióticoA EDUCAÇÃO AMBIENTAL NOS MOVIMENTOS SOCIOAMBIENTAIS DO MÉXICO: uma abordagem simbióticaENVIRONMENTAL EDUCATION ON MEXICAN SOCIOENVIRONMENTAL MOVEMENTS: a symbiotc approach

2019 ◽  
pp. 36-54
Author(s):  
Javier Reyes Ruiz ◽  
Elba Castro Rosales
Keyword(s):  
Environmental Education ◽  
Learning Processes ◽  
Educational Perspective ◽  
Environmental Educators ◽  
Environmental Pedagogy

En este artículo se teje un horizonte analítico y reflexivo sobre diferentes modos de contacto y potencialidades surgidas entre la educación ambiental y los movimientos socioambientales (MS). Se analiza la relación que existe en las funciones y los principios de la pedagogía ambiental y la práctica de dichas expresiones sociales, las posibilidades el arte como herramienta de comunicación y formación y también se realiza una recapitulación general de los aprendizajes que vienen aportando los MS a la educación ambiental. Las reflexiones contenidas y las propuestas surgen de revisar los acercamientos y experiencias surgidas en situaciones de conflicto ambiental en distintos contextos mexicanos, mismos que fueron expuestos por educadores ambientales autores en este número de la revista. Las conclusiones aluden a discusiones y a posibles líneas de abordaje para profundizar el estudio de los MS desde la perspectiva educativa y abonar con ello al fortalecimiento teórico y de intervención social de la educación ambiental. Neste artigo se articula um horizonte analítico e reflexivo sobre diferentes modos de contato e potencialidades surgidas entre a educação ambiental e os movimentos socioambientais (MS). Analisa-se a relação que existe nas funções e os princípios da pedagogia ambiental e a prática de ditas expressões sociais, as possibilidades da arte como ferramenta de comunicação e formação e também se realiza uma recapitulação geral das aprendizagens que vem aportando os MS para a educação ambiental. As reflexões contidas e as propostas surgem da revisão das abordagens e experiências constatadas em situações de conflito ambiental nos distintos contextos mexicanos, as quais foram expostas por educadores ambientais, autores nesta edição da revista. As conclusões acenam para discussões e possíveis linhas de abordagem para aprofundar o estudo dos MS a partir de uma perspectiva educacional e, assim, com ele, fortalecer a teoria e a intervenção social da educação ambiental. This paper articulates an analytical and reflectional horizon about different ways of contact and emerging potentialities between environmental education and socioenvironmental movements (SM). It analyses the existing relation on the functions and the principles of environmental pedagogy and the practice of so-called social expressions, the possibilities of art as a communicational and formative tool and also accomplishes a general recapitulation of the learning processes that have been contributing to the SMs towards environmental education. The reflections proposals herein emerge from the revision of approaches and experiences happening in environmentally conflicted situations on distinct Mexican contexts, which have been exposed by environmental educators, authors appearing on this issue of the journal. The conclusions indicate discussions and possible approaching lines so it’s possible to deepen SM studies from an educational perspective and, this way, with it, strengthen environmental education’s interventional theory.

scholarly journals Educação ambiental, formação de professores de ciências e biólogos: vertentes reveladas no currículo de um curso de ciências biológicas em uma universidade pública do estado do Paraná

2020 ◽  
Vol 4 (2) ◽  
pp. 296-322
Author(s):  
Neimar Afonso Sornberger ◽  
Álvaro Lorencini Júnior
Keyword(s):  
Biological Sciences ◽  
Environmental Education ◽  
Environmental Problems ◽  
Public University ◽  
Bachelor's Degree ◽  
Environmental Crisis ◽  
Social Changes ◽  
Education Training ◽  
Environmental Educators ◽  
Education Field

Resumo: Este artigo questiona quais conhecimentos têm sido reivindicados pelos currículos dos cursos de Ciências Biológicas para compreender a crise ambiental. Neste sentido, foram identificadas na literatura quatro principais vertentes do campo da Educação Ambiental: tradicional conservacionista, tradicional pragmática, crítica e pós-crítica; apresentamos suas bases epistemológicas, formas de atuação e possíveis limitações teórico-práticas. Elencamos as vertentes mais predominantes no currículo dos cursos presenciais de Ciências Biológicas Licenciatura e Ciências Biológicas Bacharelado, ofertados por uma universidade pública do estado do Paraná, no ano de 2018. A análise dos currículos revelou uma proposição crítica de ambos os cursos, contudo, os conteúdos biológicos são priorizados para promover mudanças sociais. Apresentamos as possibilidades de atuação destes profissionais como educadores ambientais, assim como possíveis limitações na compreensão dos problemas ambientais contemporâneos e sua complexidade.Palavras-chave: Ciências Biológicas; Educação Ambiental; Educadores Ambientais; Currículo de Ciências Biológicas. Environmental education, training of sciences and biologists teachers: issues disclosed in the curriculum of a biological sciences course at a Paraná state public universitAbstract: This study demands about which knowledge has been required by the curricula of the Biological Sciences courses to understand the environmental crisis. Thus, based on the literature, four main aspects were identified that concerns about the Environmental Education field: traditional conservationist, traditional pragmatic, critical and post-critical, presented their epistemological bases, ways of acting and possible theoretical-practical restrictions. We listed the most prevalent aspects in the curriculum of classroom courses in Biological Sciences Graduation and Biological Sciences Bachelor's Degree, offered by a Paraná state public university, in 2018. The curricula analyses revealed a critical proposition of both courses; however, the biological content is prioritized for social changes improvement. Lastly, we show the possibilities for these professionals to act as environmental educators, as well as possible limitations in understanding contemporary environmental problems and their complexity.Keywords: Biological Sciences; Environmental Education; Environmental Educators; Biological Sciences Curriculum. 

scholarly journals Extension in popular environmental education: chores in the work community

2021 ◽  
Vol 12 (28) ◽  
pp. e10974
Author(s):  
Tiago Zanquêta de Souza
Keyword(s):  
Environmental Education ◽  
Participant Observation ◽  
Doctoral Research ◽  
Education Data ◽  
The People ◽  
Educational Processes ◽  
Work Community ◽  
Research In Education ◽  
Environmental Educators ◽  
The City

This article is the result of doctoral research in Education, which sought to understand the Popular Extension in Environmental Education, experienced by a Work Community, in the city of Uberaba, Minas Gerais, Brazil. It aims to present the educational processes linked to what to do in popular environmental education. Data collection took place through participant observation and data were analyzed based on content analysis. It was possible to understand that all the people involved and committed to the transformation of that reality experienced in and by the work community, become environmental educators, through their most varied what to do. Thus, an environmental educator is a mediator of the understanding of the relations that the community (s) in which she is inserted with the environment, so that Popular Environmental Education is in tune with the spirit of a popular extension of character. educational and transformative, based on a participatory methodology that allows the development of a practice in which the people involved seek the construction and systematization of knowledge that lead them to consciously focus on reality.

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