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Journal articles on the topic 'Community based environmental education'

Author: Grafiati

Published: 19 February 2023

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1

Xue, Xiongzhi, Huasheng Hong, Luoping Zhang, Xiaochun Xu, and Shawn S. Shen. "Developing public environmental education: Improving community-based environmental management." Aquatic Ecosystem Health & Management 9, no. 1 (January 2006): 105–10. http://dx.doi.org/10.1080/14634980600561508.

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2

Frate, Dennis. "A Community Based Environmental Health Education Project." Practicing Anthropology 25, no. 2 (April 1, 2003): 11–13. http://dx.doi.org/10.17730/praa.25.2.g814785640951342.

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A long-term partnership between an applied researcher and a particular community can result in numerous positive outcomes. One such result is that after years of continual working in one particular area, a mutual trust develops between the community (residents and organizations) and the investigator. In my case, I have been involved with one particular community for over 30 years; the concept of community operative here is quite broad referring to a specific geographic region, the Mississippi Delta. Mutual trust in this case means that not only can I contact a variety of gatekeepers in the affected community, including individual residents, primary care clinic staff, hospital personnel, and local, state, and federal agency representatives, to solicit their input on a particular health-related query, these same individuals and/or organizations can contact me to seek out my active participation in a particular endeavor of their interest. It is the latter approach I would like to illustrate here with a specific example.

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Niesenbaum, Richard A., and Barbara Gorka. "Community-Based Eco-Education: Sound Ecology and Effective Education." Journal of Environmental Education 33, no. 1 (January 2001): 12–16. http://dx.doi.org/10.1080/00958960109600796.

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4

Abarca, Marco A. "Aula Verde: Art as experience in community-based environmental education." New Directions for Youth Development 2010, no. 125 (December 2010): 85–98. http://dx.doi.org/10.1002/yd.340.

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5

Genova, Elenuel T., Mario N. Abeto, and Noel N. Lebrilla. "CHMSC-BFAR Community Based Environmental Conservation." International Journal of Innovative Science and Research Technology 5, no. 7 (August 18, 2020): 1365–70. http://dx.doi.org/10.38124/ijisrt20jul676.

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In 2012, The Philippine National Aquasilviculture Project (PNAP) was forged and formally launched by the Department of Agriculture - Bureau of Fisheries and Aquatic Resources (DABFAR). To implement the PNAP, a Memorandum of Agreement (MOA) was executed by and between BFAR and the Commission on Higher Education (CHED) on December 16, 2011. The study was conducted to assess the status and development of the PNAP program implemented in Southern Negros, at four (4) Municipalities and two (2) Cities. The BFAR downloaded a total fund amounting Php 10,148,812.50 for the four (4) phases of the program wherein, the Php 6,422,762.5 was spent for resource rehabilitation (mangrove planting); Php 845,000.00 for Aquasilviculture; Php 1,140,000.00 for Multi-species hatchery and Php 1,741,050.00 for administrative costs. The total paid mangrove propagules planted in Southern Negros was 978,000 with 30% buffer with a total of 1,144,260 survived propagules planted in 130.4 hectares of coastal land in Southern Negros and commensurate 673 direct beneficiaries. The 274 fisherfolk beneficiaries augmented income from Aquasilviculture project while a total of 1,284 berried wild bluecrab which estimated to produce up to 2 million eggs have been reared in Multi-species hatchery. A conservative estimate of 1% survival in natural habitat under natural conditions represented the contribution of the project for the beleaguered bluecrab capture fisheries. The beneficiaries really appreciate the efforts made by CHMSC-Binalbagan as program implementer based on their responses on the given important factors of service delivery to the community.

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Pilgrim, Alan, and Robert Atkins. "Community Based Environmental Outcomes: The Shire of Mundaring's Environmental Advisory Committee." Australian Journal of Environmental Education 15 (1999): 161–64. http://dx.doi.org/10.1017/s0814062600003748.

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7

SCHEBERLE, DENISE. "Moving Toward Community-Based Environmental Management." American Behavioral Scientist 44, no. 4 (December 2000): 565–79. http://dx.doi.org/10.1177/00027640021956387.

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8

Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.

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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.

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Sharma, AK, BK Yadav, GC Pramod, IS Paudel, ML Chapagain, and S. Koirala. "Community-based medical education: The Nepal experience." Indian Journal of Community Medicine 32, no. 3 (2007): 195. http://dx.doi.org/10.4103/0970-0218.36826.

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Lorig, Kate, Virginia M. Gonzalez, and Philip Ritter. "Community-Based Spanish Language Arthritis Education Program." Medical Care 37, no. 9 (September 1999): 957–63. http://dx.doi.org/10.1097/00005650-199909000-00011.

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11

KIM, Min Ho, and Hyeonmi HONG. "Community-Based Environmental Education Program Using Photovoice for Physically Challenged Individuals." Korean Society for the Study of Lifelong Education 25, no. 2 (June 30, 2019): 99–128. http://dx.doi.org/10.52758/kjle.2019.25.2.99.

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12

Tali Tal, Revital. "Community‐based environmental education—a case study of teacher–parent collaboration." Environmental Education Research 10, no. 4 (November 2004): 523–43. http://dx.doi.org/10.1080/1350462042000291047.

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13

Lynch, Julianne, Efrat Eilam, Martin Fluker, and Naomi Augar. "Community-based environmental monitoring goes to school: translations, detours and escapes." Environmental Education Research 23, no. 5 (May 13, 2016): 708–21. http://dx.doi.org/10.1080/13504622.2016.1182626.

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14

Andrews, Claire M., and Janet Gottschalk. "An International Community-Based Nurse Education Program." Journal of Community Health Nursing 13, no. 1 (March 1996): 59–65. http://dx.doi.org/10.1207/s15327655jchn1301_6.

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15

Sheehan, Megan, Brian Burke, and Jeremy Slack. "Graduate Education Grounded in Community-Based Participatory Research." Practicing Anthropology 29, no. 3 (July 1, 2007): 18–21. http://dx.doi.org/10.17730/praa.29.3.90n21t12716g5807.

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Research projects at the University of Arizona's Bureau of Applied Research in Anthropology (BARA) have provided graduate students an opportunity to engage in anthropological inquiry and application, often in teams, and with guidance from experienced researchers. In this paper, we focus on our experiences as graduate students working on two community-based environmental anthropology research projects in the sister cities of Nogales, Sonora, and Nogales, Arizona (known collectively as Ambos Nogales). In choosing to participate in these projects, we hoped to develop our skills with specific anthropological research methods (interviews, participant-observation, surveys, focus groups, and the writing of field notes), gain experience with a community-based participatory research (CBPR) model (including strategies for prioritizing community decision-making and incorporating local knowledge and interests throughout the research process), improve our Spanish skills, and learn to integrate research and action in a mutually-enriching way. Of course, having a job that reduced the cost of school was beneficial, but our main goal was to become anthropologists capable of contributing to academic, policy, and community-based action.

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Peters, Joe, and Michael Matarasso. "Targeting Behavior: Participatory Curriculum Development for Community-Based Environmental Education in Vietnam." Applied Environmental Education & Communication 4, no. 4 (October 2005): 325–37. http://dx.doi.org/10.1080/15330150500302189.

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Harris, John, and Ian Robottom. "Postgraduate Environmental Education Research: Meeting the Needs of the Community." Australian Journal of Environmental Education 13 (1997): 49–54. http://dx.doi.org/10.1017/s0814062600002822.

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AbstractThis article reports on experiences gained in two postgraduate programs in environmental education—one at the University of Canberra and one at Deakin University. The paper draws from the work of several postgraduate students who are exploring environmental issues in their communities as part of their postgraduate studies. The paper addresses some issues associated with community-based environmental education, including:• research as participation in the critical appraisal of environmental situations• the need for the research to be responsive to the needs and interests of the community• the role of the researcher as change agent.The article concludes that community-based environmental education research is a powerful learning experience for postgraduate students who are at the forefront of the research process and communicating directly with the community.

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Slattery, Deirdre. "Adult Environmental Education and Ecology." Australian Journal of Environmental Education 15 (1999): 85–93. http://dx.doi.org/10.1017/s0814062600002640.

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AbstractLand management is often a three-way partnership between management agencies, scientists and community members. Co-operation between these three sectors in working for better environmental outcomes has a long history in Victoria, and nature conservation has often previously been achieved through successful adult environmental education. The recent development of an ecology course on the Box and Ironbark forests continues this tradition. It was organised by the Department of Natural Resources and Environment (DNRE) for community interest groups and was taught by scientists.This article presents the results of qualitative research into some participants' view of their learning on the course. It suggests significant directions for adult learning in environmental education. An intensive experience of field-based scientific inquiry appeared to prompt not only ecological learning but also development of aesthetic, moral and action dimensions for the interviewees. The article suggests that environmental education needs to embrace fruitful elements of various learning methods for adults, including scientific learning about ecology. The process of enabling people to extend their knowledge of natural settings and processes can also enhance their relationship with and commitment to these places.

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19

Ablah, Elizabeth. "Emergency Preparedness Continuing Education for Community-Based Providers." Journal of Public Health Management and Practice 15, Supplement (March 2009): S1—S2. http://dx.doi.org/10.1097/01.phh.0000345977.60100.70.

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Souza, Tiago Zanquêta de. "Extension in popular environmental education: chores in the work community." Praxis & Saber 12, no. 28 (January 2, 2021): e10974. http://dx.doi.org/10.19053/22160159.v12.n28.2021.10974.

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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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21

Mesaroh, Tatu, and Omah Mukarromah. "TOURISM VILLAGE DEVELOPMENT IN COMMUNITY EMPOWERMENT EFFORT (Empowering Local Community through School-Community-based Education)." Cakrawala Pedagogik 6, no. 2 (October 1, 2022): 73–84. http://dx.doi.org/10.51499/cp.v6i2.330.

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Pandeglang is one of the tourist cities that is a destination for tourists, both local and foreign tourists. In view of this, STKIP Syekh Manshur Research and Community Service Center (P3M) along with the Elementary School Education Study Program conducted research related to the development of tourist villages in developing and empowering the community. This research was conducted in a qualitative method by dividing it into three stages; data reduction, organization and interpretation of data. Data reduction was carried out to identify the raw data obtained through observation and interviews. Organizing is done to collect and unify data information obtained from the results of the initial identification (data reduction process) which is then interpreted to produce a conclusion as clearly discussed in the manuscript.

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22

Ganing, Abdul, Asrie Abu, Harpenas, Irma Muslimin, and Adriyani Adam. "Community Empowerment in Management Community-based Total Sanitation through Health Education in Majene." Indian Journal of Public Health Research & Development 9, no. 12 (2018): 1466. http://dx.doi.org/10.5958/0976-5506.2018.02060.0.

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Quinn, Sandra Crouse, Dorothy Gamble, and Amy Denham. "Ethics and Community-Based Education: Balancing Respect for the Community with Professional Preparation." Family & Community Health 23, no. 4 (January 2001): 9–23. http://dx.doi.org/10.1097/00003727-200101000-00004.

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24

O'Neill, M. S. "Helping schoolchildren with asthma breathe easier: partnerships in community-based environmental health education." Environmental Health Perspectives 104, no. 5 (May 1996): 464–66. http://dx.doi.org/10.1289/ehp.96104464.

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25

Cohen, Alison K., Allison Waters, and Phil Brown. "Place-Based Environmental Health Justice Education: A Community-University-Government-Middle School Partnership." Environmental Justice 5, no. 4 (August 2012): 188–97. http://dx.doi.org/10.1089/env.2010.0021.

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26

McRap, K. "An environmental ethic for outdoor education: dilemma and resolution." Australian Journal of Environmental Education 1, no. 2 (June 1985): 2–7. http://dx.doi.org/10.1017/s0814062600004481.

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AbstractPrograms designed to promote the use of natural environments for leisure purposes need to be based on a sound and justifiable environmental ethic. This paper attempts to develop such an ethic. The general and basic ecological attitude, arguments relating to the need for human survival, other arguments which relate to human interests such as the need for beauty, recreation and scientific endeavours and utilitarian arguments relating to the needs of future generations are examined and are seen as being morally and practically inadequate.The only justifiable environmental ethic is seen as one which has. as its central concept, the interdependent natural community in which the interests of all individual members of the community (including the interests of human beings) are regarded as secondary to the good of the total community. In the ethic, humans protect the natural environment because the entities of nature are “fellow-travellers”, members of the same moral community.

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Keen, Cheryl, and Elizabeth Baldwin. "Students promoting economic development and environmental sustainability." International Journal of Sustainability in Higher Education 5, no. 4 (December 1, 2004): 384–94. http://dx.doi.org/10.1108/14676370410561081.

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Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.

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Knapp, Clifford E. "A Review of “Place- and Community-Based Education in Schools”." Journal of Environmental Education 42, no. 1 (September 17, 2010): 65–66. http://dx.doi.org/10.1080/00958961003760613.

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Samadi, Samadi, and Dwi Sukanti Lestariningsih. "Environmental education model in non-formal education at coastal community based on resilience and social ecological systems." MATEC Web of Conferences 197 (2018): 13024. http://dx.doi.org/10.1051/matecconf/201819713024.

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The study aims to identify factors for environmental education in non-formal education at coastal community, based on resilience and social-ecological systems as well as having the characteristics of marine until May-October 2014. This study used a qualitative approach, were involved in depth interview for key informant. This research was conducted in the coastal areas Cipatujah, Tasikmalaya regency of West Java Province. The results showed that the identification of factors that influence the construction of models of environmental education in the implementation of non-formal education in coastal communities are factors : (1) Strategy and Policy of Non -Formal PLH namely the carrying capacity of infrastructure and resources with the supporters as well as human resources sufficient education; (2) Carrying Capacity of Natural Resources and Environment Coastal Communities, namely the integration of ecological, sector integration and stakeholder alignment; (3) Cipatujah coastal communities need for infrastructure Grey mechanism involving roads, bridges, social infrastructure such as schools, health centers; and Blue infrastructure concerning infrastructure directly related to fishing activities such as fish auctions, boat docks, and shipbuilding. And lastly, (4) Efforts to develop and strengthen environmental education system in dire need of research location; based data systems business potential of marine and review of the supply side and demand side..

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Zambrana Tévar, Claustro, and Asunción Torquemada Vidal. "Use of web pages in environmental education." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 12, 2022): 1–12. http://dx.doi.org/10.37467/revhuman.v11.3957.

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Primary Education is the ideal time to instill proactive behaviors in young people around current environmental challenges. Analyzing the benefits of using Environmental Education websites, this research addresses the characteristics that these sites must have to fulfill their didactic function based on the needs shown by a sample of teachers from the Community of Madrid (Spain) from of an ad hoc questionnaire. The results show that the study objectives, motivation and activities proposed to students on websites are the most important aspects in the selection of resources for teachers.

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Freudenberg, Nicholas. "Community-Based Health Education for Urban Populations: An Overview." Health Education & Behavior 25, no. 1 (February 1998): 11–23. http://dx.doi.org/10.1177/109019819802500103.

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Yasir, Yasir, Muhammad Firdaus, Nurjanah Nurjanah, and Noor Efni Salam. "Environmental communication model through community-based tourism development in overcoming mangrove damage." IOP Conference Series: Earth and Environmental Science 886, no. 1 (November 1, 2021): 012022. http://dx.doi.org/10.1088/1755-1315/886/1/012022.

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Abstract Environmental crises such as pollution, forest damage, loss of biodiversity, and climate change are the real problems. The environmental changes can impact the social and economic life of the community. The destruction of mangrove forests and abrasion is a major problem on the coast of Riau Province. This study aims to explain environmental communication through Community based Tourism (CBT) in overcoming mangrove damage in Pangkalan Jambi Village, Bengkalis Regency. This study uses a qualitative method with case studies. The results showed that environmental communication through CBT was carried out by Community Development of PT Pertamina RU II Sei Pakning in collaboration with a fishing group. Environmental communication activities to overcome abrasion and mangrove damage are done by establishing good relations, strengthening fishermen group institutions, and connecting with other groups or stakeholders. Pertamina empowers the fishing group by holding meetings, providing training, and developing tourism-based innovations to conserve mangroves. The emphasis of communication with CBT uses the principles: friendship, deliberation, and mutual cooperation. Mangrove Education Center, besides being a tourist destination, its existence is an important communication channel for public education to care about the environment. This environmental message is not only addressed to empower communities, school students, and local village youth but also has a broad impact on visitors, even becoming mass media coverage and discussions on social media. This CBT-based environmental communication model must be supported and integrated with other stakeholders so that its existence has a wider and sustainable impact.

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Et. al., Dr Jestoni P. Babia,. "EDUCATION SUSTAINABLE DEVELOPMENT-COMMUNITY BASED PROJECTS OF THE PHILIPPINES." Psychology and Education Journal 58, no. 3 (April 14, 2021): 3998–4007. http://dx.doi.org/10.17762/pae.v58i3.4605.

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Education for Sustainable Development permits each individual to get the information, abilities, perspectives and qualities important to shape a practical future. This study determined the level of training implementation based on the six ESD action principles and as to which of these principles have contributed to the improvement of the level of implementation of ESD programs in the Philippines, ESD- best practices of the university community extensionists and the challenges that they have met in the implementation of ESD. It centered on Cell’s Resilience by Szanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillars of ESD and Six ESD Action principles and policy support for sustainable development through community learning centers. This study utilized a quasi-experimental type of research in which it involved quantitative and qualitative data. The random sampling technique was used in order to select the 25 beneficiaries from private and public basic education and higher education institutions. The results showed that the level of implementation was to at least SOME EXTENT with a 3.25 mean, and that only the transformation component is the only significant predictor, the best practices of USJR-Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding of books through Bloom’s Software for reading literary , reviving Mangrove Forest through DAGANG fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom Weaving of Hablon in Argao with socio-economic impact, and the challenges of other extension projects in the Philippines enumerated on the attendance of the beneficiaries and the project team, he change of leaders, organizations, time availability, their limited resources and linkages, financial resource mobilization, sustainability of interest, miscommunication, hectic schedules and negative attitudes towards the extension process. It is concluded that the ESD of the Philippines’ implementation is so far, in average level and that the projects have to focus on the transformation of the beneficiaries. This study is recommended to be replicated prioritizing the sustainability and transformation researches, monitoring and evaluation of ESD-Based community project researches, proposed plans for wide array of external funding.

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Reetz, Elizabeth, and William Quackenbush. "Creating Collaborative Learning Opportunities for Indigenous Youth with Archaeology-Based Environmental Education." Advances in Archaeological Practice 4, no. 4 (November 2016): 492–502. http://dx.doi.org/10.7183/2326-3768.4.4.492.

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AbstractArchaeologists are in a unique position to promote heritage and preservation through environmental education, the fundamentals of which have overlapping and parallel themes in archaeology education and outreach. Recently, successful community-based collaborative research and archaeology fieldwork initiatives between archaeologists and Native American/First Nations communities have prompted tribal leaders to pursue ways for youth in their communities to engage in contemporary cultural and natural resources work, thus inspiring future stewardship and introducing youth to professional pathways. With the guidance of archaeologists and tribal community educators, youth can participate in authentic, hands-on archaeological activities that place them into the roles of scientists and researchers and allow them to interpret their own archaeological heritage. A July 2015 partnership between archaeologists and the Ho-Chunk Nation in Wisconsin provided a place-based archaeological learning experience at a site area that was personally relevant to the student participants. A solid and collaborative planning process between archaeologists and tribal staff contributed to a successful workshop where all parties met their goals of strengthening partnerships and providing an enriching experience for the students. The integration of science-based archaeology with a traditional cultural learning environment provided a comfortable setting that resulted in noticeable engagement and enthusiasm.

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Kim, Marin, Yi Xie, and Giuseppe T. Cirella. "Sustainable Transformative Economy: Community-Based Ecotourism." Sustainability 11, no. 18 (September 12, 2019): 4977. http://dx.doi.org/10.3390/su11184977.

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Ecotourism has a high potential impact on remote communities, by improving economic opportunity and natural resources conservation, and is increasingly accepted as an alternative livelihood for rural people. This study examines ecotourism development from the perspective of participation and economic impact for the Bousra people in Cambodia. A total of 237 households were selected as the sample size. Data collection was carried out with face-to-face interviews and analyzed using logistic regression and ordinary least square methods. Results revealed that local households depend mostly on agriculture (i.e., crop plantation and farming) and utilize ecotourism as a secondary source of income. Most households acknowledged ecotourism had a positive impact on environmental, social, and economic perspectives, while some signaled negative backlash due to depleted natural resources and impact on local culture. Household participation in ecotourism was not significantly affected from assistance issued by government or non-governmental organizations. However, causal relationships were found based on household demographic factors, attitude to environmental conservation, and village life. It was shown that the percentage of people involvement in ecotourism is high, but their income percentage is low due to education, skill, and capacity to expand. As a low-impact alternative to standard commercial tourism, community-based ecotourism has potential in becoming a transformative form of economics for local communities.

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Wongchantra, Prayoon, Suparat Ongon, Likhit Junkaew, Kannika Sookngam, Uraiwan Praimee, Surasak Kaeongam, Thongchai Pronyusri, Phanadda Ritsumdaeng, and Kuantean Wongchantra. "The Effect of Environmental Education Learning for Enhancing Rivers Management in the Northeast of Thailand Using Community-Based Learning." Journal of Educational Issues 8, no. 1 (March 27, 2022): 151. http://dx.doi.org/10.5296/jei.v8i1.19544.

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Community-based learning is a strategy or model of learning management that integrates curricular content into the community using work based learning to encourage learners to learn from real-life situations in the community under the participation of teachers, learners and people in the community. The purposes of this research were to develop environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning as effective and effective, to study and compare knowledge, attitude and environmental ethics for enhancing rivers management in the northeast before and after study and to compare knowledge, attitude and environmental ethics for enhancing rivers management in the Northeast of students with different gender. The sample used in the study were 50 the third year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling. The research tools were the environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning, knowledge test, attitude test and environmental ethics test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using Paired t-test and One-Way ANOVA. The results of the research showed that: 1) The environmental education learning plans for enhancing rivers management in the Northeast of Thailand using community-based learning were the efficiency of 81.08/85.43, the efficiency index was a value of 0.7709, it showed that the students have increased knowledge and resulted in the students progressing from their studies accounted 77.09%; 2) The students had average score of the knowledge, attitude and environmental ethics in the posttest higher than the pretest statistical significance (p < .05); 3) There was statistically significant different of score of knowledge, attitude and environmental ethics of students with different gender (p < .05).

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Kim, Bomae. "The impact of community-based environmental education programs on elementary school students' ecological literacy." Association of Global Studies Education 10, no. 2 (June 29, 2018): 65–96. http://dx.doi.org/10.19037/agse.10.2.03.

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38

전보애. "Service-Learning Integrated with Geographic Inquiry : An Analysis of Implementing Community-based Environmental Education." Journal of The Korean Association of Geographic and Environmental Education 18, no. 3 (December 2010): 323–37. http://dx.doi.org/10.17279/jkagee.2010.18.3.323.

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39

Pickens, Julie L., and Stacy K. Dymond. "Special Education Directors’ Views of Community-Based Vocational Instruction." Research and Practice for Persons with Severe Disabilities 39, no. 4 (December 2014): 290–304. http://dx.doi.org/10.1177/1540796914566713.

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Simbolon, Demsa, Yusmidiarti, and Ina Debora Ratu Ludji. "Education Pillar as a Community-Based Prevention Stunting During Covid-19 Pandemic." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 6, no. 1 (July 1, 2022): 122–33. http://dx.doi.org/10.21009/jpmm.006.1.08.

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The high prevalence of stunting and poor environmental health conditions at Bengkulu and Kupang City, baseline the need for assistance to families to provide education on Community-Led Total Sanitation (CLTS). Through the implementation of the CLTS module science and technology, the purpose is to foster and empower CLTS cadre groups as family companions to educate about the 5 pillars of CLTS by increasing family knowledge, attitudes, and actions in preventing and overcoming stunting. The target audience is 40 families in Bengkulu and 40 families in Kupang City. Community Service activities were preceded by socialization with local governments and health workers, followed by training and coaching of cadres, and family assistance activities, by providing CLTS sanitation education for 4 months through home visits, assessed once a month. The results show that cadre training is effective in increasing the knowledge and attitudes of cadres. Family assistance activities are effective in increasing family knowledge, attitudes, and actions about CLTS in stunting prevention. Environmental health officers together with cadres need to improve programmed triggering activities, monitoring, and evaluation, as well as assistance for the community and local government advocacy to support the success of the CLTS implementation.

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Defrancesco, Susan, Janice V. Bowie, Shannon Frattaroli, Lee R. Bone, Polly Walker, and Mark R. Farfel. "The Community Research, Education, and Practice Consortium: Building Institutional Capacity for Community-Based Public Health." Public Health Reports 117, no. 4 (July 2002): 414–18. http://dx.doi.org/10.1093/phr/117.4.414.

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42

Wan Mohammad, Wan Mohd Zahiruddin, Wan Nor Arifin Wan Mansor, Noor Aman A Hamid, Surianti Sukeri, Habsah Hasan, Lee Yeong Yeh, Alwi Muhd Besari, Nani Draman, Rosnani Zakaria, and Zeehaida Mohamed. "EFFECTIVENESS OF COMMUNITY-BASED HEALTH EDUCATION ON PREPAREDNESS FOR FLOOD-RELATED COMMUNICABLE DISEASES IN KELANTAN." Malaysian Journal of Public Health Medicine 20, no. 3 (December 31, 2020): 117–24. http://dx.doi.org/10.37268/mjphm/vol.20/no.3/art.647.

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The flood disaster in Kelantan in 2014 had resulted in substantial health implications including increased cases of communicable diseases. There was a lack of community preparedness including customized health educations in the prevention and control of flood-related communicable diseases in the affected areas. The research was aimed to evaluate the effectiveness of community-based health education modules on flood-related communicable diseases among communities in Kelantan. Health education modules focusing on major food-related diseases were developed. A non-randomized community-controlled trial using the modules were conducted. Outcomes were assessed on knowledge, attitude and preventive practice scores to flood-related communicable diseases using a pre-validated questionnaire. Independent t test was used to compare mean scores between the intervention community (Tumpat) and the control community (Bachok) at 1-month post intervention. One-way independent ANOVA test was done to compare score differences at baseline (pre), post 1-month and post 2-month from repeated surveys among random samples within the intervention community. There were significant improvements in all knowledge components from 9.4% to 52.6% with 10% increment in attitude scores toward preventing behaviours on flood-related communicable diseases. When compared against the control community at one-month post-intervention, there were significantly higher knowledge on types of diseases, symptoms and risk factors as well as practice scores of drinking safe water and protective habits. This research demonstrated that community-based health education is effective in improving relevant knowledge, attitude and preventive practices among affected communities as part of their preparedness toward communicable diseases related to flood.

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Wan Mohammad, Wan Mohd Zahiruddin, Wan Nor Arifin Wan Mansor, Noor Aman A Hamid, Surianti Sukeri, Habsah Hasan, Lee Yeong Yeh, Alwi Muhd Besari, Nani Draman, Rosnani Zakaria, and Zeehaida Mohamed. "EFFECTIVENESS OF COMMUNITY-BASED HEALTH EDUCATION ON PREPAREDNESS FOR FLOOD-RELATED COMMUNICABLE DISEASES IN KELANTAN." Malaysian Journal of Public Health Medicine 20, no. 3 (December 31, 2020): 117–24. http://dx.doi.org/10.37268/mjphm/vol.20/no.3/art.647.

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The flood disaster in Kelantan in 2014 had resulted in substantial health implications including increased cases of communicable diseases. There was a lack of community preparedness including customized health educations in the prevention and control of flood-related communicable diseases in the affected areas. The research was aimed to evaluate the effectiveness of community-based health education modules on flood-related communicable diseases among communities in Kelantan. Health education modules focusing on major food-related diseases were developed. A non-randomized community-controlled trial using the modules were conducted. Outcomes were assessed on knowledge, attitude and preventive practice scores to flood-related communicable diseases using a pre-validated questionnaire. Independent t test was used to compare mean scores between the intervention community (Tumpat) and the control community (Bachok) at 1-month post intervention. One-way independent ANOVA test was done to compare score differences at baseline (pre), post 1-month and post 2-month from repeated surveys among random samples within the intervention community. There were significant improvements in all knowledge components from 9.4% to 52.6% with 10% increment in attitude scores toward preventing behaviours on flood-related communicable diseases. When compared against the control community at one-month post-intervention, there were significantly higher knowledge on types of diseases, symptoms and risk factors as well as practice scores of drinking safe water and protective habits. This research demonstrated that community-based health education is effective in improving relevant knowledge, attitude and preventive practices among affected communities as part of their preparedness toward communicable diseases related to flood.

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Junkaew, Likhit, Prayoon Wongchantra, and Wutthisak Bunnaen. "The Effects of Environmental Education Learning Activities Using Area-Based Learning in Khok Hin Lad Community Forest in Maha Sarakham, Thailand." World Journal of Education 11, no. 2 (April 16, 2021): 56. http://dx.doi.org/10.5430/wje.v11n2p56.

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The purposes of this research were to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers from learning activities of undergraduate students before and after activities, to study and compare knowledge about Khok Hin Lad community forest, environmental ethics, and environmental volunteers of undergraduate students with different gender and GPAs. The sample used in the research was 99 second-year undergraduate students in Environmental Education, Faculty of Environment and Resource Studies, Mahasarakham University, which are derived from purposive sampling. The research instruments were a manual of environmental learning activities in Khok Hin Lad community forest by using area-based learning, knowledge test about Khok Hin Lad Community Forest, Environmental ethics test, and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation. And hypothesis testing using t-test, F-test (One – Way MANOVA, One – Way MANCOVA, and Univariate Test). The study found that: 1) The student's knowledge average score of Khok Hin Lad community forest, environmental ethics, and environmental volunteers after learning activities were higher than before the learning activities' statistical significance (p< .05). 2) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students of different gender (p> .05). 3) There was no different knowledge of Khok Hin Lad community forest, environmental ethics, and environmental volunteers between students with different GPAs (p>. 05).

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Magzamen, Sheryl, Bina Patel, Adam Davis, Joan Edelstein, and Ira B. Tager. "Kickin’ Asthma: School-Based Asthma Education in an Urban Community." Journal of School Health 78, no. 12 (December 2008): 655–65. http://dx.doi.org/10.1111/j.1746-1561.2008.00362.x.

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Worden, John K., Laura J. Solomon, Brian S. Flynn, Donna J. Sabina McVety, Anne L. Dorwaldt, and Berta M. Geller. "Community-Based Promotion of Breast Screening Using Small Group Education." Journal of Public Health Management and Practice 5, no. 3 (May 1999): 54–62. http://dx.doi.org/10.1097/00124784-199905000-00009.

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Greenberg, Jerrold S. "A Community-Based Capstone Course: Service-Learning in Health Education." American Journal of Health Education 33, no. 2 (April 2002): 118–21. http://dx.doi.org/10.1080/19325037.2002.10609427.

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Brugge, Doug, Patricia Kapunan, Lauren Babcock-Dunning, Robyn Greenfield Matloff, Daniel Cagua-Koo, Ekwutosi Okoroh, Fatima L. Salas, Laura Bradeen, and Mark Woodin. "Developing Methods to Compare Low-Education Community-Based and University-Based Survey Teams." Health Promotion Practice 11, no. 5 (January 7, 2009): 645–53. http://dx.doi.org/10.1177/1524839908329120.

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DePetris, Thea, and Chris Eames. "A Collaborative Community Education Model: Developing Effective School-Community Partnerships." Australian Journal of Environmental Education 33, no. 3 (November 2017): 171–88. http://dx.doi.org/10.1017/aee.2017.26.

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AbstractDespite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportunities through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teachers. This study helps fill a gap in scholarly discourse about the specific ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupō) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program's developmental process through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document analysis, and then thematically analysed. The findings provided in this article illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of program planning, implementation and maintenance, and the resultant environmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school-community partnership or to modify an existing one.

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Ongon, Suparat, Prayoon Wongchantra, and Wutthisak Bunnaen. "The Effect of Integrated Instructional Activities of Environmental Education by Using Community - Based Learning and Active Learning." Journal of Curriculum and Teaching 10, no. 2 (May 17, 2021): 42. http://dx.doi.org/10.5430/jct.v10n2p42.

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The purposes of this research were to study and compare environmental knowledge, environmental ethics and environmental volunteers before and after integrated instructional activities of environmental education by using community - based learning and active learning, to compare environmental knowledge, environmental ethics and environmental volunteers of students with different gender and Grade Point Average (GPA). The sample used in the study were 89 the first year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling in environmental studies course. The research tools were the integrated instructional activities of environmental education by using community - based learning and active learning, environmental knowledge test, environmental ethics test and environmental volunteers test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using t-test, F-test (One–Way MANOVA, One–Way MANCOVA and Univariate Test). The results of the research showed that: 1) The students had average score of the environment knowledge, environmental ethics and environmental volunteers in the posttest higher than pretest statistical significance (p < .05). 2) There was no significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p > .05). 3) There was statistically significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p < .05).

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