Science education and environmental education

2010 ◽  
Author(s):  
Susan Barker
Keyword(s):  
Science Education ◽  
Environmental Education

Lasting Conservation and Science-Related Outcomes Associated with Science Education, Environmental Education, and Outdoor Science Education

2021 ◽  
Vol 31 (1) ◽  
pp. 116
Author(s):  
Jackson ◽  
Stevenson ◽  
Peterson ◽  
Lawson ◽  
Olson ◽  
...  
Keyword(s):  
Science Education ◽  
Environmental Education

Environmental degradation: The urgency of socio-historical contextualisation and the contribution of non-hegemonic perspectives

2020 ◽  
pp. 147821032096500
Author(s):  
Renato Crioni ◽  
Vânia Gomes Zuin
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Natural Resources ◽  
Environmental Degradation ◽  
Well Being ◽  
Environmental Issue ◽  
Surplus Value ◽  
Cultural Form ◽  
Historical Contextualisation ◽  
Empirical Record

This article aims to discuss the issue of environmental degradation based on understanding the material foundation of modern socialisation, which in capitalism is centred on the production of surplus value. This topic is justified by the hegemonic way in which the environmental issue is currently addressed: the inevitability of environmental degradation considering a supposed historical march towards the progress of humanity, to the detriment of natural resources. The argument put forth is that effective environmental education depends on proper contextualisation of the capitalist process. Central to this discussion is an ideological understanding of the neutrality of science and the assumption of the inevitable ongoing environmental degradation considering a presumed population explosion and pursuit of human well-being. Thus, alternative historical-cultural forms are sought to address the tensions that emerge between humanity and nature, or culture and nature, divided into the origin of the hegemonic cultural form consolidated in late modernity. Levi-Strauss’ work is taken here as an accurate historical-empirical record, namely the Nambikwara people of the Brazilian Midwest in the context of the 1930s. The referential used in this article seeks to articulate science education and environmental education with the critical theory.

‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education

2019 ◽  
Vol 35 (3) ◽  
pp. 262-272 ◽  
Author(s):  
Kathryn Riley ◽  
Peta White
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Knowledge Acquisition ◽  
Outdoor Education ◽  
Environmental Science ◽  
Sense Making ◽  
Material Forces ◽  
Relational Ontology ◽  
Environmental Science Education ◽  
The World

AbstractIn these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies ‘attuning-with’. As pedagogies ‘attuning-with’ take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.

ICT on four Levels of Inquiry-Based Science Education in Environmental Education

2013 ◽  
Vol 2 (1) ◽  
pp. 17-32
Author(s):  
Jana Přinosilová ◽  
Erika Mechlová ◽  
Svatava Kubicová
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Environmental Education ◽  
Primary School ◽  
Learning Strategy ◽  
Natural Sciences ◽  
Four Levels ◽  
Different Levels ◽  
Selection Of

Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.

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