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

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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2

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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3

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Padilla, María Paz Squella. "Environmental Education to Environmental Sustainability." Educational Philosophy and Theory 33, no. 2 (January 2001): 217–30. http://dx.doi.org/10.1111/j.1469-5812.2001.tb00264.x.

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12

TURAN, Saim, and Adem KOÇ. "Fen Bilimleri ve Sosyal Bilgiler Öğretim Programlarının Çevre Eğitimi Açısından Değerlendirilmesi." Gazi Journal of Education Sciences 7, no. 2 (July 31, 2021): 178–95. http://dx.doi.org/10.30855/gjes.2021.07.02.004.

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13

Trevors, J. T. "Environmental education." Water, Air, and Soil Pollution 180, no. 1-4 (November 26, 2006): 1. http://dx.doi.org/10.1007/s11270-006-0345-y.

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14

Johnson, William T. "EVEN-EnVironmental Education oNline." Internet Reference Services Quarterly 5, no. 2 (June 2000): 43–67. http://dx.doi.org/10.1300/j136v05n02_07.

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15

Moffatt, Ian. "Microcomputers in environmental education." International Journal of Environmental Studies 34, no. 4 (September 1989): 279–85. http://dx.doi.org/10.1080/00207238908710538.

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16

Chaineux, Marie‐Claire P. S. G., and Roger H. Charlier. "Strategies in environmental education." International Journal of Environmental Studies 56, no. 6 (September 1999): 889–905. http://dx.doi.org/10.1080/00207239908711246.

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17

Brown, D. L., and J. M. Rodriguez. "Environmental satellites enhance science education." IEEE Technology and Society Magazine 11, no. 1 (1992): 41–45. http://dx.doi.org/10.1109/44.124450.

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18

Santarelli, Michelle. "Environmental Science." American Biology Teacher 64, no. 2 (February 1, 2002): 150–51. http://dx.doi.org/10.2307/4451259.

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19

King, Catherine. "Environmental Science." American Biology Teacher 64, no. 8 (October 1, 2002): 634. http://dx.doi.org/10.2307/4451388.

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20

Sack, Jeffrey. "Environmental Science." American Biology Teacher 72, no. 4 (April 1, 2010): 264. http://dx.doi.org/10.1525/abt.2010.72.4.13.

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21

Monsour, Chris. "Environmental Science." American Biology Teacher 72, no. 6 (August 1, 2010): 386. http://dx.doi.org/10.1525/abt.2010.72.6.15.

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22

Claudio, L., T. Torres, E. Sanjurjo, L. R. Sherman, and P. J. Landrigan. "Environmental health sciences education--a tool for achieving environmental equity and protecting children." Environmental Health Perspectives 106, suppl 3 (June 1998): 849–55. http://dx.doi.org/10.1289/ehp.98106849.

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23

Станіслав Пономаренко. "INTERDEPENDENCE OF ENVIRONMENTAL CULTURE AND ENVIRONMENTAL EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 119–28. http://dx.doi.org/10.31499/2706-6258.2(4).2020.223057.

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The article considers the main stages of the education system development, revealing the presence of an ecological component in it, reveals the relationship between environmental culture and environmental education. It is established that the education system still does not include as particularly important goals of personal knowledge and skills that shape its environmental culture, although the role of the latter in the formation of the value system of modern society is becoming increasingly important. The key to the formation of ecological culture is the education system, which, accumulating the achievements of science and practice, is able to change the way of life, human activity and society as a whole in accordance with the changes taking place in the biosphere. The effect of advancement in environmental education includes a number of basic characteristics, the implementation of which will result in an increase in the overall level of environmental culture. Environmental education is initiated by UNESCO (“Planet Survival Program”), the process of “landscaping” receives a theoretical basis and implementation in pedagogical practice, the credo of which is “to prepare people for dialogue with nature”. The public, concerned about the weakening of public attention to environmental education, is taking steps to change the situation to strengthen general environmental training in secondary and higher education, as an integral part of raising the level of environmental culture of the younger generation. It is proved that the family is the main center of society, the ecological component of which can be realized as parents, other family members are open to environmental problems. Preschools are designed to continue to perform the same function. With a favorable course of the process up to 5‒6 years, children form an idea of the relationship of natural phenomena with human activities. Underestimation of the role of this stage of the educational process distorts the perception of environmental problems in the future. New opportunities are concluded in the next stage of environmental education ‒ school and university. This is the main unit of the environmental education system.

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24

Peterson, Jane, and George Seielstad. "Environmental Education Television Episodes." Eos, Transactions American Geophysical Union 89, no. 4 (2008): 30. http://dx.doi.org/10.1029/2008eo040002.

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25

Weis, J. S. "Washington Watch: Environmental education." BioScience 40, no. 6 (June 1, 1990): 433. http://dx.doi.org/10.1093/bioscience/40.6.433.

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26

Přinosilová, Jana, Erika Mechlová, and Svatava Kubicová. "ICT on four Levels of Inquiry-Based Science Education in Environmental Education." International Journal of Information and Communication Technologies in Education 2, no. 1 (April 1, 2013): 17–32. http://dx.doi.org/10.1515/ijicte-2013-0002.

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

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27

Rodríguez-Roda, I., F. Castells, X. Flotats, J. Lema, and I. Tejero. "Environmental engineering education in Spain." Water Science and Technology 49, no. 8 (April 1, 2004): 101–8. http://dx.doi.org/10.2166/wst.2004.0498.

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There is a growing demand for engineers and technologists who show multidisciplinary expertise to deal with environmental issues. As a result of this demand, most countries are adapting their old university programs on environmental engineering education. In Spain an official environmental engineering degree does not yet exist, but the Council of Universities is working to present a proposal, based on Bologna agreement concepts. The paper summarizes not only the future perspectives of environmental engineering education in Spain, but also the evolution of the approach during the last decades, which includes the role of the private initiative, the environmental sciences degree, and the intensification in different traditional engineering degrees. Finally, the paper briefly details and compares the syllabus developed in the only four Spanish universities where environmental engineering is offered as a non-official post-graduate course lasting two years.

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28

Yoon, Jin-A., and Younkyeong Nam. "Comparison of the Science Education Curriculum and the Environmental Education Curriculum for Promoting Environmental Education." Journal of the Korean earth science society 41, no. 2 (April 30, 2020): 155–75. http://dx.doi.org/10.5467/jkess.2020.41.2.155.

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29

Xiaoyun, Li, and Dong Qiang. "China's Environmental Education." Chinese Education & Society 43, no. 2 (January 2010): 6–15. http://dx.doi.org/10.2753/ced1061-1932430201.

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30

Claudio, Luz, Teresa Torres, Eva Sanjurjo, Lloyd R. Sherman, and Philip J. Landrigan. "Commentary: Environmental Health Sciences Education. A Tool for Achieving Environmental Equity and Protecting Children." Environmental Health Perspectives 106 (June 1998): 849. http://dx.doi.org/10.2307/3434200.

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31

Frischknecht, P. M. "Environmental science education at the Swiss Federal Institute of Technology (ETH)." Water Science and Technology 41, no. 2 (January 1, 2000): 31–36. http://dx.doi.org/10.2166/wst.2000.0040.

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In 1987 ETHZ, the Swiss Federal Institute of Technology, first offered a degree course in environmental sciences. The curriculum is based upon a comprehensive view of the environment and its systems. The first two years of the programme cover a multidisciplinary basic education in mathematics, natural and social sciences. For their advanced education in the fifth to nineth semesters the students select one of four science disciplines (Chemistry/Microbiology, Physics, Biology or Environmental Hygiene) and one of four environmental systems (Aquatic Systems, Atmosphere, Terrestrial Systems or Anthroposphere). The education in natural sciences is accompanied by a compulsory case study, which is implemented as a didactic tool to teach ecological problem-solving, and courses in environmental social sciences and environmental technology. During the professional practical training of about four months, students gain insight into the constraints of a professional environment. In the tenth semester a diploma project - equivalent to a master's thesis - is carried out.

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32

Sebastián-López, María, and Rafael de Miguel González. "Mobile Learning for Sustainable Development and Environmental Teacher Education." Sustainability 12, no. 22 (November 23, 2020): 9757. http://dx.doi.org/10.3390/su12229757.

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Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided.

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33

Scholz,, Roland W., Regula Steiner, and Ralf Hansmann. "Role of internship in higher education in environmental sciences." Journal of Research in Science Teaching 41, no. 1 (2003): 24–46. http://dx.doi.org/10.1002/tea.10123.

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34

Safferman, Steven I., Vivek P. Utgikar, and Sarwan S. Sandhu. "Environmental Engineering Forum: Undergraduate Environmental Engineering Education." Journal of Environmental Engineering 122, no. 9 (September 1996): 779–84. http://dx.doi.org/10.1061/(asce)0733-9372(1996)122:9(779).

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35

Venkataraman, Bhawani. "Why Environmental Education?" Environment: Science and Policy for Sustainable Development 50, no. 5 (September 2008): 8–11. http://dx.doi.org/10.3200/envt.50.5.8-11.

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36

Low, Morris. "Environmental Science in Japan." Minerva 43, no. 4 (December 2005): 441–44. http://dx.doi.org/10.1007/s11024-005-2469-4.

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37

Osti, Giorgio. "Ludic Scopes for Environmental Crisis and Education." Nature and Culture 14, no. 2 (June 1, 2019): 107–18. http://dx.doi.org/10.3167/nc.2019.140201.

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The article aims to add a ludic perspective to those generally used for studying environmental issues in social sciences. To introduce in the debate a play/game metaphor enriches the interpretations of environmental crisis and provides a further motivation to action. The ludic perspective has a sociorelational background. That tradition of studies helps in constructing a set of categories that are then applied to environmental education (EE). The choice of such a topic is motivated by two factors: EE is an aspect generally practiced but mistreated in the main theorizations, and EE is exemplary of the potentialities of the playing games metaphor, which are the desire to create, the acceptance of slow changes, the protection of an experimental bubble, and irony toward environmental issues.

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38

Liberman, Boris. "Environmental trends in science and education." Modern Problems of Russian Transport Complex 6, no. 1 (December 30, 2016): 25–28. http://dx.doi.org/10.18503/2222-9396-2016-6-1-25-28.

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39

Gilmanshina, S. I., R. N. Sagitova, and I. R. Gilmanshin. "Science Education: Development of Environmental Thinking." EUROPEAN RESEARCH STUDIES JOURNAL XXI, Issue 3 (November 1, 2018): 690–704. http://dx.doi.org/10.35808/ersj/1093.

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40

Furuya, Keiichi. "Materials Science Education and Environmental Ethics." Materia Japan 33, no. 10 (1994): 1266–69. http://dx.doi.org/10.2320/materia.33.1266.

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41

Zamora, Silvia E., Susana López de Lara, and Adriana Bravo. "Environmental Education at the Science Museum." Visitor Studies 6, no. 1 (January 1993): 199–206. http://dx.doi.org/10.1080/10645579309444693.

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42

Wals, A. E. J., M. Brody, J. Dillon, and R. B. Stevenson. "Convergence Between Science and Environmental Education." Science 344, no. 6184 (May 8, 2014): 583–84. http://dx.doi.org/10.1126/science.1250515.

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43

Dominik, J., J. ‐L Loizeau, and R. L. Thomas. "Bridging the gaps between environmental engineering and environmental natural science education." International Journal of Sustainability in Higher Education 4, no. 1 (March 2003): 17–24. http://dx.doi.org/10.1108/14676370310455305.

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44

Tabone, Chyrisse P. "Environmental education under assault: can instructors teach environmental science without fear?" Interdisciplinary Environmental Review 12, no. 2 (2011): 146. http://dx.doi.org/10.1504/ier.2011.040245.

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45

Zhang, Wenrui. "Research on environmental science education in eco-environmental tourism innovation promotion." International Journal of Environmental Technology and Management 23, no. 2/3/4 (2020): 120. http://dx.doi.org/10.1504/ijetm.2020.112956.

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46

Zhang, Wenrui. "Research on environmental science education in eco-environmental tourism innovation promotion." International Journal of Environmental Technology and Management 23, no. 2/3/4 (2020): 120. http://dx.doi.org/10.1504/ijetm.2020.10035410.

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47

Everett, Mike. "Environmental education: the RSPB approach." Journal of Biological Education 31, no. 3 (September 1997): 185–88. http://dx.doi.org/10.1080/00219266.1997.9655561.

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48

Papapanagou, Eirini, Argyro Tiniakou, and Theodoros Georgiadis. "Environmental education in wetland ecosystems." Journal of Biological Education 40, no. 1 (December 2005): 25–30. http://dx.doi.org/10.1080/00219266.2005.9656005.

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49

Winner, William E., and Erin Champion. "Embedding Environmental Academic Programs in Higher Education: Rebuilding Environmental Sciences at North Carolina State University." Sustainability: The Journal of Record 6, no. 6 (December 2013): 327–32. http://dx.doi.org/10.1089/sus.2013.9829.

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50

Solovieva, Vera Valentinovna, Aleksandr Alekseevich Semenov, and Andrey Stepanovich Yaitsky. "Environmental education of students by means of hydrobotany." Samara Journal of Science 8, no. 1 (February 28, 2019): 298–303. http://dx.doi.org/10.17816/snv201981315.

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Currently, environmental education is considered as a key principle of sustainable development of society and nature. It represents the uniform continuous educational process directed on development of a system of ecological knowledge, abilities, skills, valuable installations, experience of activity and competence of the careful attitude to environment and rational nature management. Hydrobotany has great opportunities in terms of environmental education of students. We consider hydrobotanics to be the science of aquatic plants, their communities, processes of overgrowing of ponds and streams. It studies the features of external and internal water macrophytes structure, their life processes, the relationship between them and the environment, diversity, distribution, introduction, role in nature and human life (outecology); composition and structure of aquatic phytocenoses, their production and destruction, as well as the processes of formation of aquatic vegetation and its dynamics (synecology). Hydrobotany has its purpose and objectives, object, subject and methods of research, open laws, special conceptual apparatus, history of development. It occupies a certain place in the system of sciences. In Samara State University of Social Sciences and Education Hydrobotany is included in the curriculum of the main professional educational programs of the bachelors degree Pedagogical education (majors Biology and Geography, Biology and Chemistry, Biology) as a discipline for students choice. We have developed a model of environmental education of students in the process of teaching Hydrobotany. It consists of four components: targeted, substantive, procedural, monitoring and evaluation. The target component-includes the purpose and objectives of the discipline Hydrobotany in the field of environmental education of students. Content component-covers the system of environmental knowledge on Hydrobotany; skills and experience of activities on the ecology of aquatic plants; value systems for aquatic plants and their communities; special competence of aquatic plants ecology study, their protection, careful and rational use. Procedural component-contains forms, methods, tools and technologies of environmental education. Control and evaluation component includes educational results; forms, types and methods of control, as well as a system of evaluation of individual achievements of students.

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