Environmental Education Research最新文献_第8页

Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings. 在 3 个不同的校外环境中考察青少年参与社区和公民科学计划的情况。

IF 2.6 3区教育学

Environmental Education Research Pub Date : 2022-12-02 Epub Date: 2022-06-16 DOI: 10.1080/13504622.2022.2078480

Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein

{"title":"Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings.","authors":"Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein","doi":"10.1080/13504622.2022.2078480","DOIUrl":"10.1080/13504622.2022.2078480","url":null,"abstract":"<p><p>We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.</p>","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"28 12","pages":"1730-1754"},"PeriodicalIF":2.6,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7613686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33498087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of cross-cutting competences in education for sustainable development 评估可持续发展教育的跨领域能力

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-11-21 DOI: 10.1080/13504622.2022.2136362

Noémie Gey, F. Pellaud, G. Blandenier, Céline Lepareur, P. Massiot, Rebecca Shankland, Philippe Gay

引用次数: 2

Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches 运用多种现实世界的学习方法，培养学生的系统思考能力

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-11-17 DOI: 10.1080/13504622.2022.2141692

Yared Nigussie Demssie, H. Biemans, R. Wesselink, M. Mulder

{"title":"Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches","authors":"Yared Nigussie Demssie, H. Biemans, R. Wesselink, M. Mulder","doi":"10.1080/13504622.2022.2141692","DOIUrl":"https://doi.org/10.1080/13504622.2022.2141692","url":null,"abstract":"Abstract For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence – the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems thinking competence by simultaneously using multiple, real-world, and innovative learning approaches. To address this gap, we conducted a pre-test–post-test exploratory experimental study involving higher education students (n = 36). The study explored the contributions of field trips and collaborative learning in combination with mobile learning and paper-and-pencil note taking. The study simultaneously implemented a combined set of learning approaches in a real-world environment. The results suggest that the learning approaches and the real-world environment contribute to fostering the systems thinking competence of participants by exposing them to complex real-world systems and enabling the exchanging of diverse ideas among collaborating participants. As such, our study contributes to social constructivist learning discourses in education for sustainable development by indicating specific combinations of learning approaches and environments that facilitate the meaningful engagement and motivation of learners through self-regulated learning.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"261 - 286"},"PeriodicalIF":3.2,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45803093","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}

引用次数: 2

Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept 在专心教学的基础上使用绘画和解释作为理解社会生态系统概念的手段

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-11-13 DOI: 10.1080/13504622.2022.2141693

A. Gal, Y. Schur, E. Nevo, D. Gan

{"title":"Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept","authors":"A. Gal, Y. Schur, E. Nevo, D. Gan","doi":"10.1080/13504622.2022.2141693","DOIUrl":"https://doi.org/10.1080/13504622.2022.2141693","url":null,"abstract":"Abstract The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and explanations, using Attentive Teaching as an educational approach, enable the identification of conceptual changes in understanding the social-ecological systems concept? The 270 drawings and explanations of 49 participants were analyzed, and they indicated a general increase in the level of understanding of the social-ecological systems concept. Attentive Teaching, as an educational approach, was found to lead to conceptual change. Drawings and explanations, as an assessment methodology may lead to better understanding of the social-ecological systems concept and may encourage action in relation to the environmental crisis.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"287 - 307"},"PeriodicalIF":3.2,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361091","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}

引用次数: 0

Reflecting on climate change education (CCE) initiatives for mitigation and adaptation in South Africa 反思南非缓解和适应气候变化教育举措

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-11-08 DOI: 10.1080/13504622.2022.2140781

Arorisoe Sibanda, S. Manik

引用次数: 0

School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats 中学生对不受欢迎的生物多样性的态度:来自一个关于城市老鼠的公民科学项目的见解

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-11-03 DOI: 10.1080/13504622.2022.2140125

Tuomas Aivelo

{"title":"School students’ attitudes towards unloved biodiversity: insights from a citizen science project about urban rats","authors":"Tuomas Aivelo","doi":"10.1080/13504622.2022.2140125","DOIUrl":"https://doi.org/10.1080/13504622.2022.2140125","url":null,"abstract":"Abstract Most of biodiversity is not considered charismatic and from human’s perspective it can be indifferent, problematic, harmful, disgusting, or dangerous. Secondary school students’ attitudes towards an unloved species and how it relates to their feelings of disgust in the context of a biology course were studied during a citizen science project where Finnish secondary school students surveyed the occurrence of urban rats. Questionnaire data were collected on four scales: attitude towards rats, interest in learning about environment, disgust, and liking biology as a school subject. It was modeled with an item response theory approach by including respondents’ age and gender. Higher age correlated with a more positive attitude towards the environment and lower level of disgust. Surprisingly, the students with more positive attitude towards rats also not only had a higher liking biology as a school subject and positive attitude towards the environment, but also a higher level of general disgust. The results suggest that disgust in general is not detrimental in learning and appreciating unloved others as parts of biodiversity. The results also raise questions on how personal attitudes towards the individual species relate to attitudes toward more abstract concept of biodiversity or the environment.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"81 - 98"},"PeriodicalIF":3.2,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43440729","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}

引用次数: 2

Student emotional response to the lesser kestrel environmental and sustainability education program 学生对小红隼环境和可持续发展教育项目的情绪反应

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-10-30 DOI: 10.1080/13504622.2022.2139354

D. Gan, A. Gal

引用次数: 0

Environmental Education and the new curriculum for Wales: an evaluation of how a family of schools in a rural area used a Theory of Change approach 威尔士环境教育和新课程:对农村地区一个学校家庭如何使用变化理论方法的评估

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-10-25 DOI: 10.1080/13504622.2022.2137470

V. Jones

引用次数: 0

When students write comedy scripts: humor as an experiential learning method in environmental education 当学生写喜剧剧本时：幽默是环境教育中的一种体验式学习方法

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-10-24 DOI: 10.1080/13504622.2022.2136626

Angelo Spörk, André Martinuzzi, Florian Findler, Heike Vogel-Pöschl

{"title":"When students write comedy scripts: humor as an experiential learning method in environmental education","authors":"Angelo Spörk, André Martinuzzi, Florian Findler, Heike Vogel-Pöschl","doi":"10.1080/13504622.2022.2136626","DOIUrl":"https://doi.org/10.1080/13504622.2022.2136626","url":null,"abstract":"Abstract Humor has received increasing attention in environmental educational research in recent years as it can have a variety of positive effects on learning atmosphere, outcomes, and student-educator relationships. In most cases, humor is used by educators while students act as consumers. However, this does not exploit the full potential of humor for environmental education. This article shows how humor can be applied as a distinct learning method and what outcomes and effects can be achieved. Our method draws on approaches from comedy-writing schools, thus bridging this community of practice to environmental education. It provides students with an understanding of the basics of humor, empowers them with practices to develop their own humorous texts, and guides them towards high-quality comedy scripts. We implemented several master courses at the Vienna University of Economics and Business based on this method. In 2021, we assessed the effects on students’ sustainability knowingness, attitudes, and behavior and analyzed qualitative outcomes. It was revealed that humor can play a pivotal role in environmental education as it fosters critical thinking and creativity, helps students cope with emotionally difficult topics, and supports them in becoming agents of change.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"552 - 568"},"PeriodicalIF":3.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43570308","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}

引用次数: 2

Energy literacy in elementary school textbooks in Mexico 墨西哥小学教科书中的能源知识

IF 3.2 3区教育学

Environmental Education Research Pub Date : 2022-10-22 DOI: 10.1080/13504622.2022.2135687

G. Castañeda-Garza, G. Valerio-Ureña

{"title":"Energy literacy in elementary school textbooks in Mexico","authors":"G. Castañeda-Garza, G. Valerio-Ureña","doi":"10.1080/13504622.2022.2135687","DOIUrl":"https://doi.org/10.1080/13504622.2022.2135687","url":null,"abstract":"Abstract Recognizing the relevance of energy in our lives is essential for ensuring a sustainable future. The lessons offered by education systems could exert an impact throughout the lives of people. This study conducts a review of the content of elementary-level textbooks in Mexico to describe and analyze the scope of these materials and their depth from the perspective of energy literacy. Analysis considers the content of 44 textbooks published in 2014, and identifies 33 topics categorized based on the framework of energy literacy proposed by DeWaters (2011). The results show that energy-related issues were introduced to students earlier than expected by the government educational authority, energy-related contents were more extensive than expected across the textbooks, and offered a rich interdisciplinary perspective previously unrecognized by national educational guidelines. These findings suggest the need to update educational guidelines in Mexico to acknowledge the contents identified in this research, to support them with materials related to SDGs, and to understand better which energy education topics are being covered for future generations in other countries.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"410 - 422"},"PeriodicalIF":3.2,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43172029","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}

引用次数: 4