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Relevant bibliographies by topics / Environmental education. Environmental sciences

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Academic literature on the topic 'Environmental education. Environmental sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Environmental education. Environmental sciences"

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Schönfelder, Mona L., and Franz X. Bogner. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values." Sustainability 12, no. 5 (March 4, 2020): 1968. http://dx.doi.org/10.3390/su12051968.

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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.

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Tal, Tali, and Anat Abramovitch. "Activity and Action: Bridging Environmental Sciences and Environmental Education." Research in Science Education 43, no. 4 (October 25, 2012): 1665–87. http://dx.doi.org/10.1007/s11165-012-9327-9.

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Shaw, Jane S. "Environmental education." Society 41, no. 1 (November 2003): 60–66. http://dx.doi.org/10.1007/bf02688205.

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Braus, Judy. "Environmental Education." BioScience 45 (January 1995): S45—S51. http://dx.doi.org/10.2307/1312443.

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Luthardt, Peter. "Subject area 4.1: Environmental sciences education." Environmental Science and Pollution Research - International 14, no. 6 (September 2007): 354. http://dx.doi.org/10.1065/espr2007.08.445.

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Lock, Roger. "Environmental education." Journal of Biological Education 27, no. 4 (December 1993): 235. http://dx.doi.org/10.1080/00219266.1993.9655340.

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Griffiths, J. A. "Teaching "Digital Earth" technologies in Environmental Sciences." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-6 (April 14, 2014): 1–6. http://dx.doi.org/10.5194/isprsannals-ii-6-1-2014.

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As part of a review process for a module entitled "Digital Earth" which is currently taught as part of a BSc in Environmental Sciences program, research into the current provision of Geographical Information Science and Technology (GIS&T) related modules on UKbased Environmental Science degrees is made. The result of this search is used with DiBiase et al. (2006) "Body of Knowledge of GIS&T" to develop a foundation level module for Environmental Sciences. Reference is also made to the current provision geospatial analysis techniques in secondary and tertiary education in the UK, US and China, and the optimal use of IT and multimedia in geo-education.

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Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education." International Journal on Studies in Education 2, no. 1 (April 22, 2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

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Martín Ezpeleta, Antonio, and Yolanda Echegoyen Sanz. "Environmental Humanities in pre-service teachers' Education." Journal of Education Culture and Society 9, no. 2 (September 5, 2018): 52–64. http://dx.doi.org/10.15503/jecs20182.52.64.

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Aim: The aim of the reserch is to explore the possibility of integrating Sciences and Humanities in the Faculty of Education using Ecocriticism books and literary workshops with didactic activities of interdisciplinary nature. Methods: The experience was carried out with 100 students of the Faculty of Education of the University of Valencia from the subjects “Natural Sciences for teachers” and “Literary training for teachers”, where different didactic activities around two literary works, a novel and a short story, were proposed. Results: After the activities, the vast mayority of the students consider that Literature can help to learn Science. 41'7% of the students of “Literary training for teachers” and 62.5% of “Natural Sciences for teachers” consider the integration of Sciences and Humanities in class “very important”; and 55.6% and 29.2% “quite important”. More than 90% of the students said they were “very” or “quite” conscious of sustainability and environmental protection, although the percentages vary slightly between the two classes. Conclusion: With this study we have shown that Ecocriticism and Education are two interlinked concepts, in the same way that literature and society are. Using the socializing function of literature is when we can have greater educational performance in the current classrooms, because it allows the students to connect their reality with the texts. These ecocriticism works are a first-order didactic resource to raise awareness about environmental and sustainability problems in pre-service teachers that will transmit the message to their future students.

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Maxwell, Tom, and Peter Metcalfe. "Analysing Environmental Education Curricula: The Case of the IBO's Environmental Systems." Australian Journal of Environmental Education 15 (1999): 77–84. http://dx.doi.org/10.1017/s0814062600002639.

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AbstractThis paper uses a two part analysis of a new syllabus document developed by the International Baccalaureate Organisation (IBO) for its Diploma in the area of environmental studies. The environmental analysis Is based on the need for concepts to support sustainability. Key ideas in this model are natural systems of flows of energy, cycles of materials and webs of life and human impact on these natural systems. This analysis suggests that some concepts for sustainability, such as soil and water as basic resources, are not covered adequately and that the identification of the syllabus as a science precludes essential economic and social sciences considerations and the dominance of the methodology of manipulation. Using the Habermasian technical, practical and emancipatory interests as analytical categories, serious difficulties are identified. These include the likely lack of congruence of the syllabus with the advertised philosophy of the Diploma and the fundamental technical interest of control expressed in the syllabus. Taken together, It is probable that in many teachers' hands students may inadvertently learn about exploitation rather than sustainability of the environment. Modifications to the syllabus are proposed.

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Dissertations / Theses on the topic "Environmental education. Environmental sciences"

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Shvadlenko, Irina. "Evaluation of Environmental Education Software “Protecting Your Environment”." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108407292.

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DeVault, Carol Aline. "Working for the environment: Pathways to environmental careers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.

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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.

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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.

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Bassein, Emma (Emma R. ). "A digital path to environmental education." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/114116.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences, 2006.
Cataloged from PDF version of thesis. Pages 25 and 37-39 missing from original thesis.
Includes bibliographical references (page 28).
Digital technology has become completely engrained in the process of scientific research. Grade schools are beginning to incorporate computers and other digital devices into the learning process as tools for learning other subjects, including science. Educators have experimented with a variety of programs that incorporate computers, such as digital tutors, simulations of natural systems, and interactive simulations. This study aimed to demonstrate that handheld computers are a useful resource in problem-based learning environments. A "mini-curriculum", focused on making handheld computer-aided measurements of the key environmental parameters in marine estuaries, was designed and taught to eleven students from the Palmetto Ridge High School in Naples, Florida over a two week period. Students' reactions to both the curriculum and the computers were overwhelmingly positive. This proof-of-concept trial indicates that handheld computers have the potential to be a very useful tool in problem-based learning.
by Emma Bassein.
S.B.

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Figueiredo, Vera Lucia. "EVALUATION OF ENVIRONMENTAL EDUCATION AT NORTHBAY ENVIRONMENTAL EDUCATION CENTER, NORTH EAST, MARYLAND." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209674551.

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Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.

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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.

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Richer, Gaelen Kathleen. "Environmental education resource for fifth grade science instruction." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3395.

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The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.

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Phillips, Morgan Hope. "Micro and macro approaches to environmental education." Thesis, University of Gloucestershire, 2008. http://eprints.glos.ac.uk/3176/.

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The root cause of the majority of environmental problems lies not in surface manifestations such as carbon dioxide and ozone, but with social and cultural factors that encourage people to consume far more than they need. Environmental education can be divided into two main kinds: micro approaches, which the majority of current approaches fall under, and macro approaches, which are currently emerging. Micro environmental education considers environmental problems in terms of surface manifestations, and proposes micro-changes such as recycling to address them, without questioning the possibility of a cultural shift away from consumerism. This form of environmental education typically seeks to change the behaviour of social actors by building and appealing to their environmental consciousness in the expectation that they will act rationally. It is argued here that this expectation fails to recognise that social actors are subject to plural rationalities and that their behaviour is driven by complex interrelationships with other social actors. As a result, micro environmental education, despite its best intentions, often fails to adequately address and change the environmentally unsustainable behaviour of the social actors it targets. This thesis firstly aims to uncover why micro approaches to environmental education exist and persist. Primary qualitative research with environmental educators drawn from formal, free-choice and accidental channels of environmental education was conducted and is presented alongside a review of the historical development of environmental education. The second aim of this thesis is to argue against a reliance on micro approaches to environmental education and environmentalism in general and propose instead that environmental education becomes embedded within a wider macro approach. Macro approaches seek to change behaviour through the development of a critical understanding of interrelationships among social actors, leading ultimately to environmentally positive changes in them. Findings from the primary research also help reveal the conditions necessary for macro approaches to emerge from the current environmental education infrastructure. The thesis concludes that macro environmental education is both necessary and possible and calls for further research into its development and practice.

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Cheng, Lai-kuen. "A study of the effectiveness of environmental education programmes promoted by environmental NGOs in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118429X.

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Mok, Yu-fung. "Environmental education through secondary informal curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2119080X.

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Books on the topic "Environmental education. Environmental sciences"

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Environmental communication & education. Quetta: IUCN, The World Conservation Union, 2000.

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Shevick, Edward. Environment: Explorations in environmental science. Carthage, IL: Teaching & Learning Co., 1998.

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Singh, Y. K. Environmental science. New Delhi: New Age International (P) Ltd., Publishers, 2006.

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Lapinsky, Andrew H. Environmental science. Menlo Park, Calif: Scott Foresman-Addison Wesley, 2003.

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Thorpe, Gary S. AP environmental science. 4th ed. Hauppauge, NY: Barron's, 2011.

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AP environmental science. 5th ed. Hauppauge, NY: Barron's, 2013.

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Yola, Nigeria) STAN National Environmental Education Workshop (2005. Strategies for environmental education: Focus on component of the environment. Ibadan: Science Teachers Association of Nigeria, 2005.

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Environmental science activities. New York: John Wiley, 1995.

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AP environmental science. 3rd ed. Hauppauge, N.Y: Barron's Educational Series, 2009.

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AP environmental science. 6th ed. Hauppauge, New York: Barron's, 2015.

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Book chapters on the topic "Environmental education. Environmental sciences"

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Amedeker, Mawuadem Koku, and Thomas Tachie Young. "Environmental Hazard Communication." In Contemporary Issues in African Sciences and Science Education, 209–15. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-702-8_13.

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Reid, Alan. "Environmental Teacher Education." In Encyclopedia of Science Education, 391–93. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_218.

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Reid, Alan. "Environmental Teacher Education." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_218-7.

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Hart, Paul. "Environmental Education and Science Education." In Encyclopedia of Science Education, 384–91. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_388.

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Hart, Paul. "Environmental Education and Science Education." In Encyclopedia of Science Education, 1–7. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_388-1.

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McComas, William F. "Environmental Education (EE)." In The Language of Science Education, 38. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_35.

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Goldman, Daphne, Ralph Hansmann, Jan Činčera, Vesela Radović, Audronė Telešienė, Aistė Balžekienė, and Jan Vávra. "Education for Environmental Citizenship and Responsible Environmental Behaviour." In Environmental Discourses in Science Education, 115–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_8.

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Zeballos-Velarde, Carlos, and Jonathan Quiroz Valdivia. "Enhancing Local Environmental Education in Schools in Arequipa by Means of an Environmental Atlas." In Education and Technology in Sciences, 101–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45344-2_9.

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Winther, Austin A., Kim Cleary Sadler, and Gerry Saunders. "Approaches to Environmental Education." In The Inclusion of Environmental Education in Science Teacher Education, 31–49. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9222-9_3.

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Okada, Masaya, Hiroyuki Tarumi, Tetsuhiko Yoshimura, Kazuyuki Moriya, and Tetsuro Sakai. "Realization of Digital Environmental Education — A Future Style of Environmental Education in Dynamically Changing Virtual Environment —." In Lecture Notes in Computer Science, 292–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45636-8_23.

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Conference papers on the topic "Environmental education. Environmental sciences"

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Djoehaeni, Heny, Mubiar Agustin, and Asep Deni Gustina. "Environmental Education in Kindergarten." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007037801730177.

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Panov, Victor. "From Environmental Psychology to Subject-Environment Interactions." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.265.

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Mashkov, Sergei. "INCREASING THE ENVIRONMENTAL CULTURE � A PRIORITY ROLE OF ENVIRONMENTAL EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.054.

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Karagiannopoulou, Aspasia, Fragiskos Batzias, and Odysseas Kopsidas. "Contribution to individualized environmental education." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2019 (ICCMSE-2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5138111.

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Pérez Trujillo, Irina. "Considerations on contraventions and environmental education." In MOL2NET 2017, International Conference on Multidisciplinary Sciences, 3rd edition. Basel, Switzerland: MDPI, 2017. http://dx.doi.org/10.3390/mol2net-03-04978.

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Carrasquer, Beatriz. "Working Environmental Education With Teachers In Training." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.14.

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Yan, Ping. "Importance of Environmental Education for Raising Environmental Consciousness in Japan." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5577620.

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Hoehn, Alex, Stefanie Countryman, Jake Freeman, Kevin Gifford, Carla Goulart, William Kalinowski, Paul Koenig, Sebastian Kuzminski, Shea Williams, and Louis Stodieck. "Science Research and Education Modules for the CGBA Spaceflight Incubator." In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2007. http://dx.doi.org/10.4271/2007-01-3188.

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Budimansyah, Dasim, Susan Fitriasari, Dede Iswandi, Dwi Iman Muthaqin, and Nisrina Nurul Insani. "Green Constitution: Developing Environmental Law Awareness." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.031.

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Quinn, Brian, and Ian D Bishop. "Environmental Visualisation as an Informing System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2559.

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The aim of this research was to produce interactive, dynamic, collaborative, engaging, realistic scenes that could be used for educational or community purposes. The visualisations were based on the Macedon Ranges, a scenic area 80 km to the north west of Melbourne. The pedagogical foundations of good practice for on-line leaning and cooperative work were examined. Informing Science provided a framework for describing, evaluating and improving the products of the research. Conclusions from the research are that Informing Science provides an excellent framework for studying Visualisation types of Informing Systems. Editable games such as Sacrifice, Tribes2 and Unreal have promise as visualisation environments and some examples are presented.

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Reports on the topic "Environmental education. Environmental sciences"

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Author, Not Given. Partnership for Environmental Technology Education: Tribal Colleges Initiative in Science and Environmental Education. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/307851.

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Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2726.

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Vitkus, T. J., T. L. Bright, and S. A. Roberts. Comparative evaluation of the US Environmental Protection Agency`s and the Oak Ridge Institute for Science and Education`s environmental survey and site assessment program field sampling procedures. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/570125.

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Reinhardt, Sarah. From Silos to Systems: Investing in Sustainable Nutrition Science for a Healthy Future. Union of Concerned Scientists, September 2021. http://dx.doi.org/10.47923/2021.14270.

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Diet-related disease, climate change, and environmental degradation exact an enormous toll on human and planetary health. These challenges could be addressed in part by shifting what we eat and how we produce food, yet key questions remain about how to make such transitions effective, equitable, and sustainable. To help answer these questions, investments in “sustainable nutrition science”—research and education at the intersection of nutrition, food production, and climate and environment—are urgently needed. However, the Union of Concerned Scientists has found that US public funding for sustainable nutrition science is severely limited, totaling an estimated $16 million annually between 2016 and 2019, and recommends more than tripling that amount in response to our devastating public health and environmental crises.

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Flynn, George W., Peter C. Stair, and Francois M. Morel. Environmental Molecular Sciences Institutes. Office of Scientific and Technical Information (OSTI), July 2005. http://dx.doi.org/10.2172/896641.

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C. Dodge, J. Fitts, A.J. Francis, M. Fuhrmann, J. Gillow, P. Kalb, P. Northrup, D. Chidambaram, and G. Crosson. Environmental Molecular Sciences Institute support for the Center for Environmental Molecular Sciences. Office of Scientific and Technical Information (OSTI), November 2006. http://dx.doi.org/10.2172/896304.

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Chulock, Hilary N. Environmental Management Education Program: Building Environmental Stewardship. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/899679.

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Langston, M. E., A. Nikbakht, and M. S. Salk. Environmental sciences division: Environmental regulatory update table July 1988. Office of Scientific and Technical Information (OSTI), August 1988. http://dx.doi.org/10.2172/7130672.

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Myers, Mary, and Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

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Author, Not Given. Environmental Education Strategic Plan. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/5745861.

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