Journal articles: 'Nature Environmental education'

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HIYANE, Akira. "Forest Environmental Education and Nature Conservation Education." Environmental Education 19, no. 1 (2009): 79–80. http://dx.doi.org/10.5647/jsoee.19.1_79.

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Dresner, Marion, and Mary Gill. "Environmental Education at Summer Nature Camp." Journal of Environmental Education 25, no. 3 (April 1994): 35–41. http://dx.doi.org/10.1080/00958964.1994.9941956.

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Maurice, Henry St. "Nature's Nature: ideas of nature in curricula for environmental education." Environmental Education Research 2, no. 2 (May 1996): 141–48. http://dx.doi.org/10.1080/1350462960020201.

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St Maurice, Henry. "Nature’s nature: ideas of nature in curricula for environmental education." Environmental Education Research 12, no. 3-4 (July 2006): 301–8. http://dx.doi.org/10.1080/13504620600942725.

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Kahn, P. H., and A. Weld. "Environmental Education Toward an Intimacy with Nature." Interdisciplinary Studies in Literature and Environment 3, no. 2 (October 1, 1996): 165–68. http://dx.doi.org/10.1093/isle/3.2.165.

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Meier, Daniel, and Stephanie Sisk-Hilton. "Nature and Environmental Education in Early Childhood." New Educator 13, no. 3 (July 3, 2017): 191–94. http://dx.doi.org/10.1080/1547688x.2017.1354646.

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Liefländer, Anne K., Gabriele Fröhlich, Franz X. Bogner, and P. Wesley Schultz. "Promoting connectedness with nature through environmental education." Environmental Education Research 19, no. 3 (June 2013): 370–84. http://dx.doi.org/10.1080/13504622.2012.697545.

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Bonnett, Michael. "Environmental education and the issue of nature." Journal of Curriculum Studies 39, no. 6 (December 2007): 707–21. http://dx.doi.org/10.1080/00220270701447149.

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Sarbassova, Saule, Sairan Abdugalina, Roza Burganova, Kazna Shaikheslyamova, Banugul Abdrasheva, and Gaziza Jamaliyeva. "Development of green environmental: policy in education." E3S Web of Conferences 284 (2021): 11009. http://dx.doi.org/10.1051/e3sconf/202128411009.

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The need to overcome the environmental problems of our time has set a task for pedagogical theory and practice: on the basis of the biosphere approach, to prepare an environmentally literate person who understands the importance of life as the highest value, who is able to determine his place in the world, participate in environmental protection, rationally use natural resources, make conscious decisions in the spheres of life where the interests of man as a living being, society and the environment overlap. In the system of training an environmentally literate person, an important role belongs to educational organizations of all levels, which can be considered as the initial link in enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and forming a scientifically grounded, humane attitude towards society. Environmental education is designed to provide the young generation with scientific knowledge about the relationship between nature and society, to help understand the multifaceted significance of nature for society in general and for each person in particular, to form an understanding that nature is the primary basis of human existence, and man is a part of nature, to educate a conscious attitude towards it, a sense of responsibility for the environment as a universal value, develop creative activities to protect and transform the environment, cultivate love for nature. Environmental education and upbringing is a systematic pedagogical activity that is aimed at developing the environmental culture of a person. Environmental education of a person is a continuous process of learning and development throughout his life, which is expressed in the formation of an ecological culture, which manifests itself in an emotional and positive attitude towards nature, in compliance with certain moral norms, in a system of value orientations.

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Gough, Noel. "Narrative and Nature: Unsustainable Fictions in Environmental Education." Australian Journal of Environmental Education 7 (January 1991): 31–42. http://dx.doi.org/10.1017/s0814062600001841.

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We live… lives based on selected fictions. Our view of reality is conditioned by our position in space and time — not by our personalities as we like to think. Thus every interpretation of reality is based on a unique position. Two paces east or west and the whole picture is changed. (Durrell 1963)Environmental education owes its very existence to a particular interpretation of reality. My purpose here is to examine critically the “selected fictions” on which that view of reality is based — to examine the ways in which our perceptions of environmental problems and issues are “conditioned by our position in space and time”. I will argue that some of these perceptions constitute unsustainable fictions and will consider some ways in which we might work towards living lives based on more sustainable constructions of human interrelationships with their environments. I will begin with an illustration of how an interpretation of reality can be changed by taking (to coin Durrell's metaphor) two paces east or west — by glimpsing something familiar from an unusual vantage point.

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Wilhelm, Sonja A., and Ingrid E. Schneider. "Diverse Urban Youth's Nature: Implications for Environmental Education." Applied Environmental Education & Communication 4, no. 2 (April 2005): 103–13. http://dx.doi.org/10.1080/15330150590944812.

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Gough, Noel. "Narrative and Nature: Unsustainable Fictions in Environmental Education." Australian Journal of Environmental Education 30, no. 1 (July 2014): 18–29. http://dx.doi.org/10.1017/aee.2014.19.

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Song, Young Imm Kang. "Crossroads of public art, nature and environmental education." Environmental Education Research 18, no. 6 (December 2012): 797–813. http://dx.doi.org/10.1080/13504622.2012.670208.

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Sandner, Jan. "Environmental protection concept in holistic nature studies education." Studia Ecologiae et Bioethicae 4, no. 1 (December 31, 2006): 377–83. http://dx.doi.org/10.21697/seb.2006.4.1.28.

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Artykuł jest próbę analizy procesu edukacji proekologicznej w świetle problematyki ochrony środowiska w UE na tle idei, reprezentowanych, przez takich filozofów i ekologów, jak: Forbes, Smuts, Tansley, Haeckel, Birge. Autor przedstawia ciekawy wywód prowadzący do zgoła innego spojrzenia na problematykę środowiska przyrodniczego. W swoim wywodzie podpiera się znanymi teoriami z pogranicza ekologii i filozofii, takimi jak: teoria rozwoju, poziomów integracji, czy synergizm. Autor porusza trudną problematykę z pogranicza różnych nauk, związaną z poznawaniem środowiska. Główną ideą autora jest podjęcie próby holistycznego podejścia do problemu edukacji przyrodniczej. Podejście to ma gwarantować lepsze rozumienie środowiska, poprzez uruchomienie nowej jakości w jego zarządzaniu i rozwiązywaniu narastających sytuacji kryzysowych w środowisku.

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Saladžiuvienė, Daiva, and Vaida Bureikienė. "ENVIRONMENTAL EDUCATION AT PRE-SCHOOL LEVEL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 2 (August 25, 2014): 17–22. http://dx.doi.org/10.48127/gu-nse/14.11.17a.

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Does learning more about trees teaches a child to preserve them better? Lithuania is a land of forests. We simply cannot imagine our lives without trees and grasslands. They play a huge role in our lives and they are vital to nature in general. The experience of an educator, being able to observe children‘s day-to-day activities, has proven that the relationship beetween a nowadays child and nature is quite problematic. Not only do they not know much about it, sometimes they can become harmful to nature. Children like to play in a meadow, pick flowers, but sometimes they also like to violate trees and litter. Parents don‘t always have time to tell their children about environment protection, so they leave it to the teachers. The main goal of this project was to give children knowledge about nature, the damage people can cause upon it and, most importantly, induce children‘s love towards the world around them and a desire to cherish nature. The project continued for 4 weeks in a pre-school group (age 6-7). In the course of this project we conversed, read children literature about nature, children made rules, created little books about trees, solved crosswords, searched encyclopedias, performed experiments and took photographs of various objects outdoors. We also visited a museum of Vilnius forests and an oak grove in Dūkštai, where children picked garbage, planted seeds and had a chance to create freely. The theme of our project proved itself to be quite relevant – children gained more knowledge about nature and understood the harm people can cause on our environment. Keywords: experiment, observation, nature, environment protection.

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Liefländer, Anne K. "Effectiveness of environmental education on water: connectedness to nature, environmental attitudes and environmental knowledge." Environmental Education Research 21, no. 1 (July 22, 2014): 145–46. http://dx.doi.org/10.1080/13504622.2014.927831.

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Murdoch, Tom. "Stream Restoration and Environmental Education." Ecological Restoration 13, no. 1 (1995): 7–11. http://dx.doi.org/10.3368/er.13.1.7.

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Prihatiningsih, Agustina. "Students Environmental Awareness of Ar Ridho Nature School Semarang." E3S Web of Conferences 31 (2018): 09023. http://dx.doi.org/10.1051/e3sconf/20183109023.

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In order to meet the goal of environmental education, creating generation who are environmentally concerned and responsible, Ar Ridho Nature School Semarang (SAA), put the message of such education on their gardening subject. The subject has designed for grade 1 to 6 as the school commitment to build a civilization who are able to live in harmony with nature. The purpose of gardening is not only giving students environmental knowledge but also building environmental awareness and skill to preserve nature. Thus, this study aims at presenting environmental awareness among students of SAA and finding out whether there is a relationship between environmental knowledge and environmental awareness. The third grade of students were selected as participants since they were in the middle level of elementary education which has not applied 2013 Curricula (K13). A questionnaire survey was applied to 62 students face to face with considering the level of students for understanding the given questions. Descriptive statistics, ANOVA, and Pearson coefficient of correlation are the techniques used to analyze the data.

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Bonnett, Michael. "Environmental concern, moral education and our place in nature." Journal of Moral Education 41, no. 3 (September 2012): 285–300. http://dx.doi.org/10.1080/03057240.2012.691643.

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Mullenbach, Lauren E., Rob G. Andrejewski, and Andrew J. Mowen. "Connecting children to nature through residential outdoor environmental education." Environmental Education Research 25, no. 3 (March 29, 2018): 365–74. http://dx.doi.org/10.1080/13504622.2018.1458215.

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Aslan, Fürüzan, and Atilla Atik. "Love of Nature and Environmental Awareness in Preschool Education." British Journal of Education, Society & Behavioural Science 9, no. 2 (January 10, 2015): 96–104. http://dx.doi.org/10.9734/bjesbs/2015/17847.

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OGAWA, Kiyoshi, and Seiichi ITO. "The Basis of Nature Conservation Education and the Problems of Environmental Education." Environmental Education 23, no. 1 (2013): 1_59–63. http://dx.doi.org/10.5647/jsoee.23.1_59.

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Clayton, Susan, Sarah M. Bexell, Ping Xu, Ya Fei Tang, Wen Jing Li, and Li Chen. "Environmental literacy and nature experience in Chengdu, China." Environmental Education Research 25, no. 7 (February 4, 2019): 1105–18. http://dx.doi.org/10.1080/13504622.2019.1569207.

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Ivanchuk, Sabina, Olga Dronova, Anna Vozniuk, Nataliia Мyskova, and Tetiana Shulha. "Civic and environmental education of future preschool education specialists." LAPLAGE EM REVISTA 7, no. 3A (September 12, 2021): 512–18. http://dx.doi.org/10.24115/s2446-6220202173a1448p.512-518.

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In connection with the rapid and catastrophic deepening of the ecological crisis, an urgent need arose to change the system of relations between humanity and nature. But the basis for this can only be a change in the consciousness of people, and it is advisable to start this process from preschool childhood. Such tasks in the upbringing of children place high demands on educators in their professional training, in particular, acquiring knowledge and developing skills. But the personal qualities of the teacher play an equally important role in this, and this is especially necessary for preparing for the environmental education of preschoolers. The example of the educator in nature conservation, his attitude to animals and plants, determines the behaviour of children in the future. So, the issue of professional training of future educators of preschool educational institutions for the ecological education of children becomes relevant.

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Beišienė, Milana, and Vilhelmina Lukavičienė. "THE ORGANIZING OF ECOLOGICAL ENVIRONMENTAL ACTIVITIES IN THE PRE-SCHOOL EDUCATIONAL INSTITUTION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 32–44. http://dx.doi.org/10.48127/gu-nse/15.12.32.

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The effects of human for nature environment affects through activities and behavior, that is why the knowing how to act is one of the competencies, and emphasized in harmonious developments education. That is why and scientists and educators practices, which analyses harmonious developments ideas, ecological environmental and environment protections educations areas opinion, humans provision, in aspect of behavior natures and environments must be formed targeted already in the pre-schools educations stage. In the structure of ecological culture are excreted and emphasized practical component of childs relationships with nature, which causes ecological knowing, habits and with it related actvities motives. It is necessary to organize various ecological environmental activities, which has specific content because it is directly related to nature, our environment, which determines its quality and survivor. This activity is organized by principle of activites, using childs experience, available for them activities, including various areas of activities. The planning and organising of ecological environmental activities is a very important assumption for the expierence of childs ecological environment to pile it up and to educate competencies. While we are forming childs ecological consciousness it is huge responsibility for institution and educator. During empirical research, in which participated 86 pre-schools educators, highlighted, that many participants organises ecological environmental activities often andvery often in the group and in the institution. In the institution and group very rarely, and very rarely in the institution is organised of those field activities are based on institution level which is not enough actualized attitude to ecological environmental education. In the pedagogical layer the results of the research revealed that pre-school teachers ecological envirenmental activities organizes by using various education forms, which the most popular ar converstions, discussions, the solutions of problematical questions, projects, events, trips, ecological games, fairy-tales, child artistic and creative activities. Not very highly evaluated ecological environmental activities for organising were observation, researches and experiments by participants. Doing ecological envirenmantal activities, in educators opinion, childrens are educating various competencies, in that way emphasizing ecological environmental activities integrational nature. The problematical aspects of ecological environmental activities according to participants are related with the lack of measures for those activities, lack of experience and preparation, and institutional layer provision towards ecological environmental education. Key words: practical childs relationship with nature, ecological environmental activities, childs competencies, the organising of ecological environment activities.

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Jensen, Sally. "The Nature of Imagination in Education for Sustainability." Australian Journal of Environmental Education 31, no. 2 (October 26, 2015): 289–92. http://dx.doi.org/10.1017/aee.2015.35.

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The importance of imagination in education has a significant history (Egan, 1986, 2001; Eisner, 1976; Greene, 1988; Steiner, 1954; Warnock, 1976); however, scholarship is often theoretical, and the involvement of imagination in understanding sustainability is often overlooked (Jones, 1995; Judson, 2010; Stewart, 2009). Imagination has rarely been the subject of Environmental Education (EE) and research. Its nature is contested, and its workings can be concealed by formal notions of knowing and learning. Contemporary environmental philosophies argue that education can often contradict its aims through limited understandings of environment and knowledge (Orr, 1991, 1992; Weir, 2008; Whitehouse, 2011). This thesis reconceptualises imagination as a way of knowing and learning in environmental terms. The study investigates the role of imagination in Education for Sustainability (EfS) contexts and critically analyses how imagination is involved in understanding sustainability for teachers and learners. The possibility of imaginationasenvironmental knowledge, and as essential to resolving environmental problems, is applied in this research.

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Otto, Siegmar, and Pamela Pensini. "Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour." Global Environmental Change 47 (November 2017): 88–94. http://dx.doi.org/10.1016/j.gloenvcha.2017.09.009.

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Torquati, Julia, Kay Cutler, Deanna Gilkerson, and Susan Sarver. "Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education." Early Education & Development 24, no. 5 (July 2013): 721–43. http://dx.doi.org/10.1080/10409289.2012.725383.

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Melnik, Eleonora. "ENVIRONMENTAL EDUCATION: PERSPECTIVES OF DEVELOPMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (December 1, 2012): 49–57. http://dx.doi.org/10.48127/gu-nse/12.9.49b.

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Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on en-hancement of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial society is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being. Striving to take every-thing from life “right now and right here” has made an impact on development of values. They have changed for the worse. The process of human mentality change is long-term. It requires organization of special institutions which would study these issues from the early childhood to make a child understand the role of environment as the most important value needed for preserving the life on the Earth. That is why it is very important for children to want and for teachers to able to carry out this process jointly. World viewing component of environmental education is intended to find out human’s belonging to the world – whether a person is “in” the world, “out” of world or “above” the world – and to organize the system of knowledge which would correspond to this understanding of human’s place in the world where environment would act as the main value of life and work. It is significant to change the character of relationships between the contemporary society and the environment; it should be developed on the basis of such principles as subordination, coordination and corre-lation. It is necessary to research the order of interrelations, the character of interrelation of elements and transformation of elements in the environment. Supporting the statement that knowledge is the basis of any education we claim that the content of environmental educa-tion being a part of general education with its complex and integrated character can provide comprehensive study of the environment to students. Nature, human being and society - bio-logical and social – genetic unity of existence should be reflected in education standards: pro-grammes, study-books, methodological literature, etc. The content of education determines the form of training: traditional lessons, outdoor training, excursions, research and project activity of students. Environmental education should have lifelong character: from childhood till elderly. Continuity of education – from the past to the present and future- should be im-plemented in the sphere of knowledge as well as in the sphere of traditional relationships with nature and people. It is also reasonable to consider such characteristics as direct results of educational activity – knowledge, skills, experience, kinds of activity and achievements; and indirect results – changes in social life of humans, their behavior and relationships with nature and people. On the whole the analysis of the problem of environmental education in Russia shows that the interest of young people to natural science is on the same level of that in other Euro-pean countries and it is not high. However as a result of reforms of secondary and higher edu-cation the natural science subjects have become electives. It can be expected that low level of interest to such subjects as physics, chemistry and biology will turn into decrease of number of those who would like to get knowledge of these subjects. Considering the demographic sit-uation in the country we can predict decline of teaching load, absence of demand for such teachers and, at the end, loss of pedagogical staff in schools and universities. That is why mentioned above projects on upgrading environmental education with the goal to improve the environmental situation in the country and nature preservation remain in the status of scientific projects. That is to say that there is an understanding of the necessity to improve education for better life in the country but now it is still on the stage of formal declaration. Key words: environmental education, environmental knowledge, values of life.

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Liu, Shu-Chiu, and Huann-shyang Lin. "Undergraduate students’ ideas about nature and human–nature relationships: an empirical analysis of environmental worldviews." Environmental Education Research 20, no. 3 (August 12, 2013): 412–29. http://dx.doi.org/10.1080/13504622.2013.816266.

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Arnold, Gwen. "Enhancing college students’ environmental sensibilities through online nature journaling." Environmental Education Research 18, no. 1 (February 2012): 133–50. http://dx.doi.org/10.1080/13504622.2011.589000.

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Payne, Phillip. "Childrens' Conceptions of Nature." Australian Journal of Environmental Education 14 (1998): 19–26. http://dx.doi.org/10.1017/s0814062600003918.

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ABSTRACTThis paper describes a study of sixth grade children's conceptions of nature and the environment. In so doing, it asks that environmental educators pay more attention to children's preconceived notions of environment and nature. Should this occur the theory-practice gap in environmental education may be diminished. Learners' concepts of ‘nature’ and the ‘environment’ provide a needed perspective for the development of individually and contextually appropriate teaching and learning strategies in environmental education. Without knowledge of them it is not clear whose version of environment it is which the learner is being educated ‘in’, ‘about’, ‘with’ or ‘for’.

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Eba, Maxwell Borjor Achuk. "EDUCATION AND THE ATTITUDE OF RESPECT FOR NATURE." Social Sciences, Humanities and Education Journal (SHE Journal) 2, no. 2 (May 31, 2021): 197. http://dx.doi.org/10.25273/she.v2i2.9531.

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This work addresses the question: How is respect for nature to be learned? In this aspect, we bring the perspective of virtue ethics. To be respectful towards nature is to develop a certain attitude within us. This attitude can be inculcated among human beings through relevant education. Proper education will build up a new awareness showing the need for being respectful towards nature. Environmental laws have been enacted by governments to help solve the environmental crisis. Yet it is true that the environment can be protected through these laws but it cannot be done fully. We conserve our environment out of fear of punishment. This is the main reason why our environmental laws fail. It is through moral awareness and action it can be done in a better way. Hence ultimately education can provide an important insight in our dealing with the environment. Hence education plays a major role in restoring environmental crisis. Man’s attitude towards nature depends on the type of education he receives. This work argues that, through education, we can cultivate an attitude of respect towards nature. This will enable us to see in what way the attitude of respect for nature could be an instrument for the protection of nature. In this connection, we have taken help from O.P Dwivedi’s idea of basic principles and environmental codes on the basis of which, as he argues that environment can be better preserved. He has also suggested certain guiding principles for environmental management. Hence with these principles, human beings can become good stewards of nature with the attitude of respect for nature.

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Silveira, Dieison Prestes da, and Leonir Lorenzetti. "State of the art on critical environmental education at the Research Meeting on Environmental Education." Praxis & Saber 12, no. 28 (January 2, 2021): e11609. http://dx.doi.org/10.19053/22160159.v12.n28.2021.11609.

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Critical environmental education [CEE] is presented as an important form of social intervention, since it helps in the promotion and understanding of socio-environmental problems in their multiple dimensions. Thus, in this article, the research on CEE, presented at the Research Meeting on Environmental Education [RMEE], in the time period between 2001 and 2019, was analyzed, taking into account its possibilities as a means of scientific communication, since it allows the debate about environmental education and its connections in the contemporary world. The methodology was based on a state-of-the-art research. 898 works were found in the archives of the RMEE. Forty-one papers with the term critical environmental education in their title were analyzed. For the analysis, descriptors and categories were created. Discursive textual analysis was adopted to interpret the data. In 2017 and 2015, there was the largest number of publications of works related to CEE. It is observed that CEE enables a new perspective on issues related to nature and society, as well as on emerging situations in the contemporary world, through the reflection on the quality of life and actions related to nature and society.

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Duhn, Iris, Karen Malone, and Marek Tesar. "Troubling the intersections of urban/nature/childhood in environmental education." Environmental Education Research 23, no. 10 (October 17, 2017): 1357–68. http://dx.doi.org/10.1080/13504622.2017.1390884.

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Decker, Abigail, and Scott A. Morrison. "Decoding gender in nature-based education: perceptions of environmental educators." Environmental Education Research 27, no. 6 (March 15, 2021): 848–63. http://dx.doi.org/10.1080/13504622.2021.1898548.

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Birdsall, Sally. "Empowering Students to Act: Learning About, Through and From the Nature of Action." Australian Journal of Environmental Education 26 (2010): 65–84. http://dx.doi.org/10.1017/s0814062600000835.

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AbstractEmpowering students to act in an environmentally responsible manner is being increasingly touted as a central goal of formal environmental education. Acting in a responsible manner requires the development of environmental knowledge as well as positive attitudes and values towards the environment along with other attributes. While some guidance about how to plan and teach environmental education is available in curriculum and policy documents, teachers are often either unfamiliar with such documents and/or unaware of the theories and pedagogy of environmental education (Cutter-Mackenzie & Smith, 2003; Eames, Cowie, & Bolstad, 2008). This paper offers a definition of environmentally responsible behaviour and identifies the role that knowledge could play when environmentally responsible action is taken by students that could be useful for teachers.Three different lenses are used to examine the knowledge developed by 11-12 year old students and their subsequent actions during engagement in an environmental education programme (n=22). The lenses consist of a cluster of types of knowledge developed by Jensen (2002), a framework for analysing understandings of sustainability and the type of actions taken (Jensen & Schnack, 1997; Kollmuss & Agyeman, 2002).The results suggest that these students developed different types of knowledge that informed the actions taken and that their actions can be categorised as action competence. It is also suggested that these types of knowledge need to be taught explicitly. A three part model is then proposed that could assist students to learn about the nature of action, enabling them to work towards potential solutions for complex environmental issues.

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Stebila, Ján, Dušan Brozman, Ivan Ružiak, and Milada Gajtanska. "Environmental Aspects of Renewable Sources of Energy in the Slovak Education System." Advanced Materials Research 1001 (August 2014): 45–51. http://dx.doi.org/10.4028/www.scientific.net/amr.1001.45.

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Due to relatively low environmental awareness of a man, we have reported considerable deterioration of the environment on the Earth resulting mainly in destruction of the nature. In general, increasing people ́s awareness along with conscious environmentally-responsible behaviour may help slow down the process of degradation or even stop it. Consequently, in some regions and localities, we could report improvement in environmental conditions and thus ensure harmonisation of a relationship between the nature and a man as an unseparable part hereof.

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Omidvar, Nazanin, Tarah Wright, Karen Beazley, and Daniel Seguin. "Examining Children’s Indoor and Outdoor Nature Exposures and Nature-related Pedagogic Approaches of Teachers at Two Reggio-Emilia Preschools in Halifax, Canada." Journal of Education for Sustainable Development 13, no. 2 (September 2019): 215–41. http://dx.doi.org/10.1177/0973408219872066.

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Early childhood environmental education focusses on expanding children’s bio-affinity, developing their environmental attitudes and encouraging them to behave in a more environmentally friendly manner. One example of the educational method that is based on high-quality practices of both early childhood education and environmental education is the Reggio-Emilia pedagogical approach, which provides children with various nature-related experiences. This study examines the frequency and variety of indoor and outdoor nature experiences for children and the preschool teachers’ educational approaches and goals for children’s development in nature in two Reggio-Emilia preschools located in Halifax, Canada. To do this, first-hand observations and semi-structured teacher interviews were used. Results suggest that the Reggio-Emilia curriculum followed at the preschools provided various opportunities for children to be exposed to nature. However, the teachers have emphasized more on anthropocentric than nature-related educational goals.

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Kleespies, Matthias Winfried. "Connection to nature and relational values: an empirical study of human-nature relationships to explore essential factors in environmental education and environmental psychology." Environmental Education Research 27, no. 10 (August 22, 2021): 1517–18. http://dx.doi.org/10.1080/13504622.2021.1963418.

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Laura, Ronald S., and Ting Liu. "Frontiers in Environmental Education: Philosophical Reflections on the Impact of Power Epistemology and Consumerist Pedagogy in Environmental Education." Journal of Education and Culture Studies 1, no. 2 (August 16, 2017): 164. http://dx.doi.org/10.22158/jecs.v1n2p164.

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In this paper we argue that an educational ideology, based on an epistemology of power and consumerism, has become embedded within the structural foundations of Western Education. The combination of a power-based epistemology which informs curriculum design on the one hand, coupled with a consumerist educational ideology of universal commodification on the other, have served to provide the basis for a persuasive but pernicious philosophy of nature. Virtually every relationship we have with nature, and in turn with each other, is reduced to a saleable item for exchange. The radical shift in socio-cultural perspective which has resulted from what we call an “ideo-epistemic pedagogy” has been both monumental and inimical to the ostensible goals of environmental education. Motivated by an ideology in which knowledge is construed as a “form of power”, and linked to relentless economic consumption, contemporary environmental education will simply reproduce, albeit in beguilingly inferential ways, the same contextual dynamics of technological invasiveness and mindless expropriation of natural resources that continue to lead ineluctably, and almost imperceptibly to the decimation and degradation of nature.

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Żeber-Dzikowska, Ilona, Jarosław Chmielewski, and Mariola Wojciechowska. "Ecological and environmental education in the ethical context." Ochrona Srodowiska i Zasobów Naturalnych 27, no. 2 (June 1, 2016): 44–47. http://dx.doi.org/10.1515/oszn-2016-0011.

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Abstract In the article, the authors elaborate on an important aspect concerning ecological and environmental education in the context of complex ethical issues. They make the reader aware of the crucial role education serves when it is connected with pro-ecological and pro-environmental education as well as ecological ethics, which aims at determining a man’s attitude towards nature. They stress the importance of ecological ethics for society to function properly. Ethics is an inherent element of the whole universe, and primarily of ecology and environmental protection, which the article tries to present and prove. Not only does ethics refer to environmental protection, but also becoming familiar with nature. Most people do not realise what danger they can expose one another to until they experience it themselves. A man is not capable of existing without the resources the nature provides us with, which is an adequate reason why we should take care of it the best we can. To achieve it, new regulations to be observed are introduced. They are designed to make us stop progressive environmental degradation and also, restore the environment. People perform an important role in the existence of the environment as long as they treat it rightfully by following the voice of their conscience, which can influence its survival. We should take care of nature, treat it as a family member with love and kindness and then we can be sure it will not surprise us with something unexpected. We should take care of everything nature consists of, that is, plants, animals, water, soil and air because when we take care of all these aspects, we also take care of ourselves and the whole society

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Thornton, Simone, Mary Graham, and Gilbert Burgh. "Reflecting on place: environmental education as decolonisation." Australian Journal of Environmental Education 35, no. 3 (November 2019): 239–49. http://dx.doi.org/10.1017/aee.2019.31.

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AbstractWe argue that to face climate change, all education, from kindergarten to tertiary, needs to be underpinned by environmental education. Moreover, as a site of reframing, education when coupled with philosophy is a possible site of influencing societal reframing in order to re-examine our relations to nature or our natural environment. However, we contend that as philosophy has been largely absent from curricula, it is vital to redress this issue. Further, the environment cannot be viewed simply as subject matter for study but, reconceptualised in the Indigenous sense as Place. Only in this way can we overcome the human-nature divide. We conclude that educators must look for what Plumwood calls ‘experiences that do not fit the dominant story’ to disrupt an important link in the chain of climate change by developing ‘traitorous identities’ able to challenge the dominant culture.

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Wolf, Isabelle D., David B. Croft, and Ronda J. Green. "Nature Conservation and Nature-Based Tourism: A Paradox?" Environments 6, no. 9 (September 6, 2019): 104. http://dx.doi.org/10.3390/environments6090104.

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Throughout the world, areas have been reserved for their exceptional environmental values, such as high biodiversity. Financial, political and community support for these protected areas is often dependent on visitation by nature-based tourists. This visitation inevitably creates environmental impacts, such as the construction and maintenance of roads, tracks and trails; trampling of vegetation and erosion of soils; and propagation of disturbance of resilient species, such as weeds. This creates tension between the conservation of environmental values and visitation. This review examines some of the main features of environmental impacts by nature-based tourists through a discussion of observational and manipulative studies. It explores the disturbance context and unravels the management implications of detecting impacts and understanding their causes. Regulation of access to visitor areas is a typical management response, qualified by the mode of access (e.g., vehicular, ambulatory). Managing access and associated impacts are reviewed in relation to roads, tracks and trails; wildlife viewing; and accommodations. Responses to visitor impacts, such as environmental education and sustainable tour experiences are explored. The review concludes with ten recommendations for further research in order to better resolve the tension between nature conservation and nature-based tourism.

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Jin, Hong Yan. "A Research and Practice of the Environmental Education System of the Xianghai Nature Reserve." Advanced Materials Research 524-527 (May 2012): 3318–21. http://dx.doi.org/10.4028/www.scientific.net/amr.524-527.3318.

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From the perspective of Environmental Education System of the Xianghai nature reserve, it expounds the significance of the Xianghai nature reserve to the implementation of environmental education, put forward to create the Xianghai nature reserve of small and medium-sized school environment education base, and at the same time, improve protection area in the different groups of environmental awareness level, establishing the Xianghai nature reserves of the modernization of the network platform, to further strengthen the environmental education international projects, and in the process of ecological tourism environmental education concept of countermeasures.

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Frantz, Cynthia McPherson, and F. Stephan Mayer. "The importance of connection to nature in assessing environmental education programs." Studies in Educational Evaluation 41 (June 2014): 85–89. http://dx.doi.org/10.1016/j.stueduc.2013.10.001.

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Sloane, Amy L. "On human violence to nature: a philosophical archeology of environmental education." Environmental Education Research 19, no. 2 (April 2013): 256. http://dx.doi.org/10.1080/13504622.2012.735139.

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Zautorova, E. V. "Ecological education of convicts in prison." Institute Bulletin: Crime, Punishment, Correction 13, no. 2 (July 19, 2019): 289–94. http://dx.doi.org/10.46741/2076-4162-2019-13-2-289-294.

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Modern conditions in which a person lives are characterized by thoughtless consumption of natural resources, worsening the state of the environment and human health, due to the established lifestyle, needs and behavior. In order not to make environmental mistakes, not to create situations that are dangerous for health and life, a modern person should have basic ecological knowledge and a new ecological type of thinking and have a high level of ecological culture. This can be achieved only by education. Environmental education is closely related to social education, education, enlightenment, training, self-education and is aimed at developing environmental responsibility and personal qualities such as self-control, the ability to predict the immediate and distant results of their actions in the natural environment, a critical attitude towards themselves and others. Formation of environmental values of convicts in places of detention becomes one of the areas of educational work, aimed to develop responsibility for the world, instill an interest in the knowledge of nature and its interaction with society, to realize the need to protect it. The main components of the personality’s ecological culture are: human knowledge about nature, its correlations, correlations of society and nature, ways of preserving and helping the natural environment; interest in nature and the problem of its protection; positive diverse activities aimed at the preservation and multiplication of nature, decent behavior in the human environment; motifs that determine actions of children in nature (cognitive, sanitary and hygienic, aesthetic, etc.). Formation of environmental values in convicts is possible in the process of purposefully organized, resocializing, educational activities in the classroom on natural cycle subjects in secondary school, participation in thematic evenings, interactive environmental events, watching and discussing documentaries on environmental issues, visiting virtual environmental excursions, reading books and magazines about nature, preparing for holidays and participating in them as well as growing flowers , shrubs, work in the garden. At present a positive experience has been gained in the environmental education of convicted prisoners. The article describes the experience of increasing the level of environmental development in convicted correctional colonies of the Vologda, Omsk, and Sverdlovsk regions. Inclusion of convicts in various types of environmental activities will contribute to expanding their horizons, raising the general cultural level, developing cognitive and creative abilities.

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Ilhomovna, Musurmonova Shahlo. "On The Basis Of An Integrated Approach, Give Environmental Education To Primary School Students." American Journal of Applied sciences 03, no. 06 (June 12, 2021): 65–69. http://dx.doi.org/10.37547/tajas/volume03issue06-10.

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The article highlights the environmental education of Primary School students on the basis of an integrated approach,their contribution to the comprehensive formation of environmental etiquette, the Prevention of pollution of water, soil, air, the preservation of the colorfulness of plants and animals, the negative consequences of the actions committed to nature.

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Ernst, Julie, and Stefan Theimer. "Evaluating the effects of environmental education programming on connectedness to nature." Environmental Education Research 17, no. 5 (October 2011): 577–98. http://dx.doi.org/10.1080/13504622.2011.565119.

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Journal articles on the topic 'Nature Environmental education'

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