Dissertations / Theses: '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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Minning, Logan S. "Creating and Implementing an Environmental Education Curriculum for an Upper Level Science Course." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1114602641.

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Westover, Jay Allen. "Integrating environmental education into the curriculum through environmental community service learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.

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The goal of environmental education is to increase individuals' ecological knowledge, awareness of associated environmental problems, and motivation to evaluate and implement solutions. This project combined the concepts of environmental education with community service learning to create a new method of curriculum integration: environmental community service learning. The California state standards for environmental education, service learning, language arts, mathematics, science, and social studies were integrated into four thematic units using the teaching methodologies of cooperative learning, authentic assessment, and reflection. The integrated, thematic units of this project could be used by educators in a multi-disciplinary, team teaching scenario on in a single classroom setting as either sequential, thematic units of study or independent activities.

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Lillah, Riyaadh. "Environmental literacy: a needs analysis." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011029.

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An impending environmental crisis has been predicted by many which has led to an increased awareness and concern regarding the ability of the planet to sustain human development. Furthermore, organisations expected to be leaders in society, such as businesses and Higher Education Institutions (HEIs), have been identified as some of the main drivers behind the ever increasing rate of destruction of the natural environment. Business schools have even been singled out as some of the main drivers behind the degradation of the natural environment by not addressing the knowledge gap of managers in this regard. Given this, the problem statement of this research is to determine how effective existing NMMU curricula are at shaping environmentally literate business graduates. The problem will be investigated from two perspectives. Firstly, from a supply side perspective - investigating the pro-environmental behaviours, ecological and business knowledge, „green‟ management skills and environmental values that students registered in the Business and Economics Sciences faculty at NMMU exhibit. Secondly, the problem will be investigated from a demand side perspective – investigating the pro-environmental behaviours, ecological and business knowledge, "green‟ management skills and environmental values that potential employers of NMMU students require. The focus will be on prospective employers in the mining and automotive industries. To address the problem to be investigated in this study a theoretical framework was developed and tested. This theoretical framework was based on the assumption that environmental literacy is measurable in terms of the behaviours of individuals towards the natural environment and that these behaviours are in turn dependent upon the ecological and business knowledge, "green‟ management skills and environmental values that the individual possesses. To test the theoretical framework an online survey was conducted amongst students registered in the Business and Economic Sciences Faculty at Nelson Mandela Metropolitan University (NMMU), while semi-structured personal interviews were used to assess the demand for environmentally literate business graduates in the mining and automotive industries. In total 308 business students participated in the online survey. The findings suggest that students are highly sensitive to moral issues pertaining to the natural environment and have a better understanding of traditional ecological concepts than "green‟ business concepts. It was also found that ecological and business knowledge had the greatest influence on pro-environmental behaviours followed by environmental values and "green‟ management skills. The findings of this study will be used to enhance environmental literacy in the faculty. In terms of the semi-structured personal interviews, the views of eight environmental experts in the South African mining industries were obtained. The general analytical procedure was applied to identify prominent themes which existed in the qualitative data. This involved developing codes and identifying data which related to those specific codes in order to provide a description of and provide some dimension to these codes. Codes were categorised according to their similarity to each other. The different categories identified were ecology, legal compliance, technology, environmental management, sustainable development, pollution and waste management, financial implications and corporate citizenship. Some of these themes were not entirely expected based on the literature review. These additional insights add depth to the analysis of environmental education in South Africa and highlight the gaps in environmental literacy literature. In terms of environmental literacy, these categories had implications for the knowledge, skills, values and behaviours of business graduates. From the findings of this study the researcher concluded that a certain level of enthusiasm for environmental education exists among NMMU students, as well as individuals in the mining and automotive industries in South Africa. However, the level of environmental literacy exhibited by students registered in the Business and Economic Sciences Faculty at NMMU (between nominal and functional) was not considered to be sufficient to operate effectively in the mining and automotive industries.

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van, der Heijden Anna M. H. "Creating an Environmental Education Website at the Smithsonian Environmental Research Center." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1019050512.

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Lai, Yee-ping. "An analysis of the possible differences in environmental perspective in solving environmental problems among students aged 15 and 17 in a Hong Kong school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184641.

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Hanneman, Lauren E. "The effectiveness of experiential environmental education| O'Neill Sea Odyssey program case study." Thesis, San Jose State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1541512.

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Environmental education programs aim to develop participant awareness, sensitivity, and understanding of their affective relationship to the natural environment through conceptual knowledge and personal experiences. Previous findings have suggested that participation in environmental education programs leads to short-term positive increases in environmental knowledge, pro-environmental attitudes, and intentions to act in environmentally responsible behaviors; however, few studies have included long-term, follow-up assessment. This research provided an analysis of the effectiveness of the O'Neill Sea Odyssey (OSO) education program in fostering a long-term awareness of personal responsibility about ocean pollution among student participants.

A survey administered to 261 students from the greater San Francisco Bay Area in California was used to explore 7^th through 10^th grade students' conceptions about the connection between ocean pollution and stewardship behaviors. The study revealed that 75% of 86 former OSO participants retained a high level of awareness of the connection between non-point source pollution and personal behaviors two to five years after the program, regardless of differences in sex, language, grade level, and community setting. These results indicate that OSO participants retained a long-term conceptual awareness about environmental stewardship behaviors taught during the OSO program.

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Bossley, Jon P. "Environmental Impact from Outdoor/Environmental Education Programs: Effects of Frequent Stream Classes on Aquatic Macroinvertebrates." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977372.

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Cheng, Lai-kuen, and 鄭麗娟. "A study of the effectiveness of environmental education programmes promoted by environmental NGOs in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960753.

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Krock, Kelly J. G. "Environmental Education on the Web: Worthwhile or Worthless." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040070183.

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Ndoh, Henry M. "An Internship in Environmental Education at the Cincinnati Nature Center." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1092763424.

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Newton, Mark H. "A Longitudinal Examination of a SSI-Embedded Experiential Environmental Education Course and Environmental Behaviors." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6550.

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A perennial goal of environmental education is to produce a scientifically literate citizenry capable of negotiating and resulting complex environmental problems. Popular methods of environmental education instruction tend to overemphasize scientific content knowledge and neglect to consider ethical and moral aspects of the problem. This qualitative study examines the longitudinal association between an experiential environmental education course infused with SSI instruction and students’ environmental behaviors. The results indicate that several students’ conceptualizations of contentious environmental issues change after completing the course and specifically. Furthermore, students’ willingness to act to resolve contentious environmental issues was most closely associated with their environmental behaviors. The most significant theoretical implication of the study is the effectiveness of the SSI framework in authentic experiences. Additionally, this study supports the notion that SSI instruction in authentic experiences is an effective alternative approach to teaching environmental education.

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Stephenson, Jessica R. "Salamanders and Science: Place-based Environmental Education in Rural Appalachia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96552.

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The opportunity to learn science by doing authentic science in a rural community is not a common occurrence, yet for over thirty years, a group of dedicated educators have provided the experience of learning field biology and ecology to students in a geographically isolated area of the Appalachian Mountains. The over-arching research question in this study is: how does a Field School program in Appalachia use a place-based environmental education approach to teach students about their local community and environmental issues, while also extending their understanding of global environmental issues? Foundational literature includes work in place-based education, critical pedagogy, critical pedagogy of place, and Appalachian studies. This qualitative, ethnographic case-study examines the experiences and reflections of three instructors and four students throughout the program. As a high school student, I was a participant in this program, and my own experiences and perspectives are included as an ethnographic chapter in the data analysis as well. The teachers in the program share a deep commitment to environmental education and ecojustice, and the students gain valuable insight into what it means to be a scientist, how local environmental issues relate to global environmental and economic issues and move towards becoming advocates for the environment.
Doctor of Philosophy
Environmental education is often overlooked and under-researched, particularly in rural areas. The purpose of this study was to examine a long-running summer educational program in Appalachia that teaches students about local environmental issues through hands-on scientific field research. This study examined the long history of the program, how the curriculum has changed throughout the years, what teachers believe is important about the curriculum they teach, and ultimately what students learn from the program. In this rural community, the opportunity to learn science by doing science is an important aspect of this program, as is the opportunity to learn about local environmental issues that ultimately have global consequences.

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Rasmussen, Brian Daniel 1960. "The role of environmental education in river-based greenway projects." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291851.

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There is increasing popularity for greenway projects that utilize stream and river corridors. Benefits encompass many social and environmental values. Although these corridors can accommodate multiple uses, conflicts can occur. Public education may be used to manage these conflicts. Greenway education programs are common, but the role that these programs play is not often well defined. This thesis investigates what role public environmental education is playing in greenway projects today. There are many excellent greenway education programs with good public support. Many elements of these programs are very successful, while other elements need further research and refinement. The success of today's programs are an encouraging indication of the even greater potential of future programs.

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Nogueira, Martins Analice. "Environmental Education and Gender: Voices from India and Brazil." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30213.

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Dramatic changes in the environmental patterns represent a threat to human beings and life on this planet. However, due to differences in the social roles and rights between women and men, a gender perspective is essential to understand how these changes in the environment are affecting individuals in their societies. Even though gender is appointed as a relevant factor when reflecting on the relationship human beings and nature, women’s knowledge, perspectives and needs are being overlooked by the Environmental Education research and theory. This research aims at investigating the relevance of a gender perspective in Environmental Education programs in societies where women are the main responsible for the household and childcare. To this end, the activities of two environmental NGOs – one from India and one from Brazil – have been investigated through the case study methodology. As per the methods applied, semi-structure interviews have been carried out with 10 women from both countries. Through gender lenses the formal and informal forces that influence social roles and power dynamics in the referred societies are analyzed. The empirical findings demonstrate that in both Indian and Brazilian societies women are still the main house and children caretakers. Such role implies the responsibility of deciding about energy and water consumption, waste management and other domestic expenditures. Empirical results suggest that when a woman is environmental-aware she has the potential to make more sustainable choices and thus educate other members of the family. However, being the main responsible for the private sphere can deprive women from playing a major role in the public level where key decision about the environment are taken. The present study represents a key contribution to the Environmental Education theory and research as it addresses the poorly explored field of Environmental Education and Gender issues.

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Fitzwilliams-Heck, Cindy. "Experiences and Practices of Environmental Adult Education Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.

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Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after the EAE PD, and how they shared these changes with others. Through the contextual lens of EAE with a focus on outdoor experiential learning and transformative learning theories, five major themes emerged including: (a) becoming a more effective educator; (b) becoming more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviors that impact the environment; and (e) experiences of the EAE PD location. Implications for positive social change were found in the expressed experiences, content, and application of the EAE PD that ignited new means for approaching curriculum- specific content with a heightened focus on the importance of the conservation of natural resources.

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Pohl, Raimund R. "An evaluation of the learning outcomes in environmental science from a field-based water quality environmental unit." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9584.

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This thesis validates the Science Laboratory Environment Inventory for the first time in a field based environmental setting using a water quality-monitoring program within a girls' high school and compares the cognitive achievement of students in the water quality-monitoring school with those in non-water quality-monitoring schools. The psychosocial learning dimensions of the water quality-monitoring program are assessed using a modified form of the Science Laboratory Environment Inventory.The results indicate that students involved in the water quality-monitoring school were more homogenous and ranked higher in their cognitive achievement and transferability of concepts than students in the non-water quality-monitoring schools. Pre and post testing together with anecdotal information affirmed that there was a direct association between the quantitative results and qualitative information in relation to the learning dimension scales of the Science Laboratory Environment Inventory.Comparisons were made between similar water environmental programs in different countries and the water quality-monitoring school program results. The use of skills and constructivist techniques indicates that the water quality-monitoring program together with real life problem solving work is an effective method for improving science learning.

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Taylor, James Young. "Environmental Literacy Development| A Comparison between Online and Traditional Campus Courses." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665401.

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As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

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Weiskittle, Jennifer Eileen. "Public-use Internship with Pea Island National Wildlife Refuge - Outer Banks, North Carolina." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1082127111.

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Momiroski, Toni Ross William. "Knowing and acting in the environment : the relationship between knowledge, beliefs and actions in environmental students and alumni /." Abstract, 2009. http://mulinet3.li.mahidol.ac.th/thesis/2552/cd425/4936030.pdf.

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Shobe, Amber R. "Insights into Perspectives on Environmental Sustainability." UKnowledge, 2015. http://uknowledge.uky.edu/cld_etds/19.

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As scientists become more aware of the imposing threats associated with climate change, university leaders are encouraged to become familiar with the principles of sustainability. Abundant research already supports the relevance of environmental sustainability in higher education; however, there exists a gap in the literature which investigates an understanding of environmental sustainability and the implementation of its practices. By examining colleges at the University of Kentucky, this study identifies organizational barriers to recognizing a thorough understanding of environmental sustainability at the departmental level. The results indicate that out of the eight colleges selected, two have no existing environmental sustainability programs or initiatives. Based on this research it is possible for departments to initiate self-assessment and situate themselves firmly inside an institutional vision of sustainability.

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Mok, Yu-fung, and 莫如鳳. "Environmental education through secondary informal curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961290.

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Motshegoa, Maropeng Ephraim. "The policy and practice of environmental education in South African schools." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07312007-112302/.

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Chavez, Michelle L. "Research and Evaluation of an Organics and Recycling Program in a Large Urban School District." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557311.

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This paper evaluates an organics and recycling program in a large urban school district over a three year period 2010-2013. Student researcher evaluates the effectiveness on organics and recycling via a K-12 program. Is the school district closer to reaching its organics and recycling goals? What are the cost savings to the school district? What are the best practices from other schools in the United States? District waste is compiled over a course of three years and analyzed. An on-line data tracking system was created to evaluate the program. Student creates recommendations for maximizing cost savings to the district and benefits to the environment.

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Le, Grange Lesly L. L. "Pedagogical practices in a higher education context : case studies in environmental and science education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.

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Thesis (PhD) -- Stellenbosch University, 2001.
Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.

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Bryan, Jenelle Sue. "Environmental science curriculum for eleventh through twelfth grade classes." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1508.

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Blondrage, Mary Alexis. "Linking community revitalization, urban agriculture, and elementary education /." Online version of thesis, 2009. http://hdl.handle.net/1850/10105.

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Sherren, Katherine Dove. "Sustainability bound? : a study of interdisciplinarity and values in universities /." View thesis entry in Australian Digital Theses Program, 2008. http://thesis.anu.edu.au/public/adt-ANU20080507.100919/index.html.

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Ashley, Martin Reginald. "Value as a reason for action in environmental education." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265048.

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Lyman, Samson E. "Science education for environmental sustainability a case study of the Palouse watershed /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_lyman_041209.pdf.

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Turner, I. M. (Ian Mark) 1963. "Towards the effective participation of children in environmental management : planning an environmental education centre at Wolfgat Nature Reserve." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/4810.

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Sills, Blake. "Assessing Effects of an Environmental Education Field Science Program Fostering Responsibility at an Urban Middle School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277772/.

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The study investigated the ability of an extracurricular program to influence environmental responsibility of sixth and seventh graders. The Children's Environmental Attitude and Knowledge Survey (CHEAKS) was evaluated for appropriateness in assessing the worth of this particular environmental education strategy emphasizing water quality fieldwork and technology. CHEAKS is designed with psychometric reliability and validity that may be used in comparing disparate programs. Wilcoxon two sample tests were used to analyze data gathered from two student groups; one participated in an "Enviro-Mentals Club"; the other received no treatment. Analysis showed no significant change in environmental attitudes between groups, but did show significance (p <= 0.05) in environmental knowledge growth. Therefore, the investigated program had marginal success in influencing environmental responsibility.

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Sprada, Mira Beatriz. "Environmental communication, pro-environmental behavior, and ENGOs: Understanding motivation and strategy across nations." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620042592120961.

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Cooper, Carolyn Knox. "Design and Evaluation of an Environmental Science Curriculum for Secondary Students." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/254.

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Environmental education is becoming an increasingly important component of secondary science education as our society attempts to minimize the exploitations and damaging actions of humankind on the earth. Environmental education has evolved primarily from environmental consciousness in the 1960s to an environmentally active focus in the 1990s. This project examined the effectiveness of an environmental education curriculum that focuses on improving environmental behaviors and attitudes as well as knowledge. The review of the literature for this project indicates that responsible environmental behaviors are linked to four types of environmental education categories. These categories are hierarchical and include: 1) ecological concepts, 2) conceptual awareness, 3) issue investigation and evaluation, and 4) environmental action skills (Disinger, 1993). A review of environmental education curricula provides a wide variety of activities in all four of the above listed categories. Information documenting the relationship between the acquisition of environmental knowledge and behav~ural change as a result of participating in community based environmental activities is less evident. Therefore, this project attempted to investigate the relationships between participation in community-based environmental activities and tenth-grade students' knowledge and attitudes toward environmental issues. During the spring semester of 1995 forty-five tenth-grade biology students at a private urban high school were pretested to assess their initial environmental concept knowledge and their initial environmental attitudes. These students were subsequently exposed to a three-week introduction to environmental concepts and to techniques for investigating environmental issues. Students were simultaneously given a variety of issues to investigate. An additional four hours of time were required of each student to participate in a community service related to an environmental concern. They submitted a written report of their work which included background research, method of participation, results and conclusions on the effect of their project on the environment. Following these experiences, a posttest was administered to assess any change in students' environmental knowledge or attitudes. Effective environmental education encourages the active participation of students in environmental improvement. The results of this investigation could assist educators in the selection of appropriate environmental activities for use with high school students.

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McFarland, Roberta Harlow. "The Evaluation of an Environmental Leadership and Service Program's Effectiveness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/43.

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According to a recent report from the National Center for Educational Statistics, approximately 20% of the United States' high-school aged population is at risk of dropping out of high school, an outcome that strongly limits participation in economic and educational opportunities. The importance of earning a high school diploma has increased many local districts' efforts to close graduation gaps across the student population. Accordingly, this study evaluated a recuperative environmental leadership and service (EL&S) program in a northwestern local district to ascertain its effectiveness in providing at-risk students the personal and academic support required for high school graduation. Following the logic model program theory, this study examined the program's effectiveness in redirecting off-track students by comparing on time (4 year) and extended-time (> 4 years) graduation rates of at-risk students who did participate (n = 96) and did not participate (n = 76) in the EL&S. Through an ANCOVA, the 4 year and extended graduation rates, 68.3% and 89.1%, respectively, were analyzed and found to be higher than the on-time and extended-time graduation rates for the local district, 65.8% and 68.5%. Results indicated that the EL&S does statistically increase the participants' likelihood of graduating from high school. These findings illustrate the utility of EL&S interventions for at-risk students who have experienced multiple indicators of educational failure. Replication or adaptation of this EL&S program could provide social change benefits to educational stakeholders seeking to close the graduation gap; to families seeking educative and personal support for at-risk students; and to struggling students desiring to contribute to the economic, educative, and social growth of their community.

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Salim, Abd-Elrahim Ahmed. "Development of environmental education guidelines for secondary science teacher education programmes in the Sudan's universities." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:8499.

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The study is an attempt to ascertain the status of environmental education in secondary science teacher education programmes in the Sudan's universities and the science programmes of the secondary school curriculum. In addition, it explores how the shortcomings of these programmes could be rectified in accordance with the emerging philosophy of environmental education. Four instruments were used to collect the research data. Science teacher educators' and science teachers' Questionnaires used previously in Malaysia, were modified and adapted for this study. Students' Questionnaires were developed by the researcher. The research instruments were pilot tested in the Sudan in December 1991, and used in the main study in February/March 1992. The research respondents comprised 20 science teacher educators, 88 science teachers, 107 prospective science teachers and 240 secondary school students. They were selected from colleges and faculties of education in the Sudan's universities and Khartoum state academic secondary schools, in the academic year 1991/1992. It was found that Environmental Education perspectives were poorly incorporated into both secondary science teacher education programmes and the science programmes of the Sudan's secondary school curriculum. Need exists for the shortcomings of these programmes to be rectified and the constraints hindering their environmentalisation addressed. Both prospective science teachers and secondary school students are well aware of the Sudan's environmental concerns. They perceived themselves competent to investigate, evaluate and take action in issues related to their environment. They also expressed positive attitudes towards the environment and the incorporation of environmental education perspectives into the science programmes of the Sudan's secondary schools. A set of Environmental Education guidelines was finally developed. They are based on the findings of this study survey, experts' opinions obtained from the literature, as well as the author's own conception of what Environmental Education for science teachers should be. They are presented in three domains: (1) knowledge of basic environmental concerns; (2) skills for teaching environmental issues and values; and (3) attitudes favourable to Environmental Education.

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Stevens, Serena. "How the use of a school garden learning environment with at-risk high school environmental science students impacts their connection to nature." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195716.

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The purpose of this research was to see if the use of a school garden to teach Environmental Science students about ecology could increase their connection to nature, and to reduce their fears of undesirable organisms. Students completed an online pre and post survey that measured by a mixed-method. The pre and post quantitative data was analyzed using a 5-point Likert scale to determine if there was a significant difference in scores. Qualitative data was analyzed by identifying frequencies of students that mentioned various aspects of connection to nature, fears of various organisms, and reduction of fears for these same organisms.

Most research in connection to the use of school gardens in an educational setting focus on elementary age students, and research related to connection to nature rarely focus on fears. Quantitative results showed a statistically significant change in empathy for organisms only. All other categories showed no statistical significant change. Qualitative data revealed more insight, by showing that several students associate nature experiences with enjoyment and gaining an understanding of the purpose to certain organisms reduced some student’s fears. The experiences also revealed that students gained a better academic understanding of ecological concepts.

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Kellogg, Scott. "Urban Ecosystem Justice| The Field Guide to a Socio-Ecological Systems Science of Cities for the People." Thesis, Rensselaer Polytechnic Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790493.

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This dissertation analyzes efforts to understand and build urban ecosystem health and justice, extending scholarly literatures on urban ecology, political ecology and environmental justice. Through examination of cases from around the world, as well as from my own sustained work in Albany, New York, the research demonstrates that urban ecosystem health and justice has powerful cultural, social and political economic dimensions as well as (more often acknowledged) ecological and technical dimensions. The research also advances an analytic framework that can guide education as well as entrepreneurial initiatives to build urban ecosystem health and justice. The research strives to provide a theoretical as well as practical guide to the second generation of the global environmental justice movement. Rather than focus on recurrent patterns of environmental injustice, particularly in communities already vulnerable because of race and class, this research identifies positive paths forward through education, community programming, law and technical innovation.

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Andrews, Sarah Elizabeth. "Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom." Thesis, University of New Hampshire, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581820.

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Whitney, Robert Louis. "Environmental science activities for use within the ninth grade houses of Lancaster High School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1326.

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Hill, Dawn Marie. "Garnering public acceptance of restoration options in midwestern ecosystems via education dissemination." Thesis, The University of Arizona, 2004. http://hdl.handle.net/10150/292077.

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This study investigated the effects of ecological information/education on perceptual evaluations of a sample of woodland sites in Midwestern USA. A computer-administered perceptual survey presented digital video images of 45 sites, ranging from relatively open savannah to dense woodland, to separate groups of college students who provided ratings of either perceived scenic beauty or acceptability (of environmental policy outcomes). Subjects in the education condition were first presented with a brief verbal and pictorial message emphasizing the history and the biological/ecological benefits of either savannah ecosystems (emphasizing the importance of "openness and open areas") or woodland ecosystems (emphasizing the importance of "protective cover and maintaining tree density"). Subjects in the non-education conditions received only general information about environmental and ecological management on public lands in the Midwest. Subjects in all conditions exhibited strong and internally consistent aesthetic and policy preferences across the 45 sites presented. There were consistently strong positive correlations between scenic beauty and policy acceptance ratings. In spite of the education manipulations intended to foster differential preferences for more open sites (savannah education) versus more dense sites (woodland education) correlations were uniformly strong and positive between savannah and woodland instructed groups, as well as between education and non-education groups for both scenic beauty and policy acceptability ratings. (Abstract shortened by UMI.)

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

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