Environmental Education Research最新文献

{"title":"Navigating eco-anxiety and eco-detachment: educators’ strategies for raising environmental awareness given student’s disconnection from nature","authors":"R. C. Edwards, B. Larson, Susan D. Clayton","doi":"10.1080/13504622.2023.2286929","DOIUrl":"https://doi.org/10.1080/13504622.2023.2286929","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"5 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An iterative adaptive developmental evaluation framework: case study of the TREE semester learning community","authors":"Howard Drossman","doi":"10.1080/13504622.2023.2286937","DOIUrl":"https://doi.org/10.1080/13504622.2023.2286937","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taiwanese junior high social studies teachers’ definitions of sustainability","authors":"Yun-Wen Chan","doi":"10.1080/13504622.2023.2286938","DOIUrl":"https://doi.org/10.1080/13504622.2023.2286938","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"5 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformative climate change education and the school caretaker: a more-than-human analysis with young people","authors":"Nina Liebhaber, Claire Ramjan, Melanie Frick, Greg Mannion, Lars Keller","doi":"10.1080/13504622.2023.2286936","DOIUrl":"https://doi.org/10.1080/13504622.2023.2286936","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"42 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotions and perceptions surrounding teaching climate change in the United States: results from a teacher survey","authors":"Susan D. Clayton, Angeline Sangalang, Rebecca Anderson","doi":"10.1080/13504622.2023.2286934","DOIUrl":"https://doi.org/10.1080/13504622.2023.2286934","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"118 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring education for sustainable development (ESD) course content in higher education; a multiple case study including what students say they like","authors":"Phyllis Araneo","doi":"10.1080/13504622.2023.2280438","DOIUrl":"https://doi.org/10.1080/13504622.2023.2280438","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"41 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context","authors":"Jan H. Vikane, Torhild Erika L. Høydalsvik","doi":"10.1080/13504622.2023.2273785","DOIUrl":"https://doi.org/10.1080/13504622.2023.2273785","url":null,"abstract":"Education for Sustainability (EfS) seeks to empower children with knowledge, skills, values, and attitudes to address global challenges while adhering to sustainability principles. This study investigates the conceptual understanding and pedagogical practices of EfS among early childhood education (ECE) teachers in Norway. Using mixed-methods design, data were collected through reflection notes, surveys, and didactic development projects, revealing fragmented understanding primarily focused on action-oriented, fact-based, and normative aspects of sustainability. The teachers emphasised waste sorting, recycling, and nature experiences, with limited attention to holistic and pluralistic perspectives. Despite curriculum mandates, sustainability had low implementation in ECE educational plans and collaboration meetings. The findings highlight the need for comprehensive teacher education and support to promote EfS and foster agents for sustainability in the context of ECE.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"169 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling climate change education in Telebachilleratos del Estado de Veracruz (TEBAEV): an exploratory sequential analysis","authors":"Bethzabeé Velázquez-Martínez, Ana-Lucía Maldonado-González, Samana Vergara-Lope Tristán","doi":"10.1080/13504622.2023.2273786","DOIUrl":"https://doi.org/10.1080/13504622.2023.2273786","url":null,"abstract":"AbstractThe issue of climate change is addressed within Mexico’s Common National Curriculum, which serves as the foundation for developing educational materials like didactic guides and videos aimed at higher middle schools located in regions highly susceptible to its effects. However, while the curriculum incorporates climate change, it lacks specific details outlining the objectives and extent of this integration. Nonetheless, this gap doesn’t deter educators from recognizing climate change’s significance across various subjects and effectively employing the provided educational resources for lesson planning, teaching, and assessment. In this study, the authors performed a comprehensive analysis of the Common National Curriculum, subject syllabuses, and didactic guides within the Telebachillerato subsystem of Veracruz state (TEBAEV). They also administered an online survey to 3,698 teachers. Employing a mixed-method approach with an exploratory sequential design encompassing three phases, they analyzed and triangulated data based on the integration of Education for Change and Educate on Climate as approaches within climate change education. The central findings underscore that nearly 95% of teachers not only identify climate change themes in their teaching materials but also integrate elements of climate change education into their instructional practices.RESUMENEl cambio climático se aborda en el Plan de Estudios, el cual se utiliza en México para desarrollar materiales curriculares como guías didácticas y videos para escuelas de nivel medio superior ubicadas en áreas altamente vulnerables. Sin embargo, el documento carece de detalles sobre la inclusión del cambio climático en cuanto a objetivos y alcance. No obstante, esto no impide que los maestros reconozcan el cambio climático en diversas asignaturas y utilicen los materiales curriculares proporcionados para la planificación, enseñanza y evaluación de sus clases. Mediante una metodología mixta, realizamos un análisis del Plan Nacional de Estudios, los programas de estudio de las asignaturas y las guías didácticas de TEBAEV, y aplicamos una encuesta en línea a 3,698 maestros. El análisis y la triangulación de datos se realizaron mediante la integración de la Educación para el Cambio y Educar sobre el Clima como enfoques dentro de la Educación para el Cambio Climático, empleando un enfoque metodológico mixto con un diseño secuencial exploratorio que consta de tres fases. Nuestros principales hallazgos indican que casi el 95% de los maestros identifican el cambio climático en los materiales y están incorporando aspectos de la educación para el cambio climático en sus prácticas educativas.Keywords: Climate change educationhigher middle educationeducational materialsrural areas teachersenvironmental education AcknowledgementsThe authors express their gratitude to all the teachers who participated in this research. This research was carried out since the Universidad Veracruzana (UV-MX), with the","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards an interdisciplinary agenda for teaching in the climate crisis: reflections from the humanities and social sciences","authors":"Steph Houghton, Jillian Garvey, Liz Conor, Brooke Wilmsen, Julia Dehm, Ruth Gamble, Ben Habib, Katie Holmes, Jacqueline Millner, Keir M. Strickland","doi":"10.1080/13504622.2023.2273791","DOIUrl":"https://doi.org/10.1080/13504622.2023.2273791","url":null,"abstract":"The current anthropogenic climate crisis presents unique challenges to the higher education classroom. Pedagogy in the context of climate change must be attuned to complex and varied student experiences that can contend with feelings of anxiety, disconnection, distress and hopelessness. As educators and researchers, we collate our pedagogical approaches in the humanities and social sciences to progress ongoing discussions about climate pedagogy and highlight possibilities for action from Australia. Drawing on the inherent interconnectedness of our disciplines, we offer an interdisciplinary agenda for teaching in the climate crisis that is attuned to framing, positionality and reflexivity; multiple temporal and spatial scales; other ways of living and knowing; and creative action and activism to cultivate an affective classroom.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"5 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134905673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The representation of sustainable development goals in a national curriculum: a content analysis of Taiwan’s 12-Year Basic Education Curriculum Guidelines","authors":"Pei-I Chou, Ya-Ting Wang","doi":"10.1080/13504622.2023.2273790","DOIUrl":"https://doi.org/10.1080/13504622.2023.2273790","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"50 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}