Australian Journal of Environmental Education最新文献

{"title":"Justice and equity in climate change education: exploring social and ethical dimensions of environmental education - Elizabeth M. Walsh, Routledge, New York, 2022","authors":"Diajeng Retno Kinanti Putri, Arni Nur Laila, N. Asiah","doi":"10.1017/aee.2023.17","DOIUrl":"https://doi.org/10.1017/aee.2023.17","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46409938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ attitudes towards the environment and marine litter in the context of a coastal water quality educational citizen science project","authors":"J. L. Araújo, C. Morais, J. Paiva","doi":"10.1017/aee.2023.14","DOIUrl":"https://doi.org/10.1017/aee.2023.14","url":null,"abstract":"\u0000 This research focus on the evaluation of the impact on students’ attitudes towards the environment, fostered by their involvement in an educational citizen science project related to the monitoring of physicochemical properties and the detection of (micro)plastics in Portuguese coastal waters. We developed an attitude scale, comprising four dimensions (Collective, Personal, Recycling and Reuse and Microplastics), which was applied, as a pre-test and post-test, to 574 middle school students (aged 12–14): 442 in the experimental group and 132 in the control group. Initially, based on pre-test results, both groups revealed positive attitudes. In the experimental group, the post-test results revealed that significantly positive attitude changes were promoted in all dimensions, whereas, in the control group, this occurred only in the Personal dimension. The control group also exhibited significantly negative attitude changes in the collective dimension. Students’ engagement in sustainability-related citizen science projects can enhance environmentally literate society.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56946539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ocean literacy in Brazilian formal education: A tool for participative coastal management","authors":"C. Pazoto, M. Duarte, E. P. Silva","doi":"10.1017/aee.2023.12","DOIUrl":"https://doi.org/10.1017/aee.2023.12","url":null,"abstract":"\u0000 Ocean literacy (OL) proposes to include ocean and marine environment-related content in school curricula. Such a topic has been deemed effective for citizens to develop actions and attitudes towards the health of marine ecosystems. This study aimed to verify the presence and frequency of OL principles and concepts in the Brazilian high school curriculum at the federal (National Curricular Parameters-PCN) and regional (Rio de Janeiro - Curricular Reference-RC) levels. Both PCN and RC contained OL-related content. Moreover, Biology and Geography were the subjects with the highest numbers of OL concepts, both in the PCN (26 and 27, respectively) and in the RC-RJ documents (28 and 24, respectively), while OL concepts were very little represented in History subject. A Mann–Whitney U-test did not indicate statistically significant differences in the number of concepts between PCN and RC-RJ (p = 0.54). A principal component analysis discriminated the documents according to subjects, regardless of their origin (federal or regional). These results provide an unbiased assessment of the relationship between the curriculum and OL in a strongly affected area (Rio de Janeiro State coastal zone [CZ]). Therefore, these results provide valuable support for managers seeking to promote effective CZ management practices and public compliance.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41593136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating environmental behaviour and commitment of pre-service primary science teachers","authors":"Anat Abramovich, Shirley Miedijensky","doi":"10.1017/aee.2023.10","DOIUrl":"https://doi.org/10.1017/aee.2023.10","url":null,"abstract":"\u0000 Education for Sustainability (EfS) is crucial for changes in environmental behaviour (EB), and little is known about the EB of primary school teachers tasked with teaching EfS. This study sought to better understand the EB of pre-service primary science teachers. EB was qualitatively evaluated, characterising teachers’ personal environmental activism and commitment to implement EfS among pupils and their families. Data was collected via two open questionnaires based on the Johari Window (JW) and the Authentic Inner Compass (AIC) models. Both questionnaires referred to EB twice: after exposure to the JW model and via statements from the AIC model, and again after 3 months. Findings show that the JW can reveal EB, while the AIC allowed participants to enrich their descriptions of their values, needs and commitment to EB. All participants agreed it was their duty to address EfS in class, but less than half mentioned this when describing actual behaviour. This study enables in-depth understanding of participants’ EB, including their actions, barriers and concerns, which might precede planning programmes on EfS implementation. As tomorrow educators, PSTs should be the focus of such programmes, which should be part of teacher education curricula.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48997890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The intersectional environmentalist: how to dismantle systems of oppression to protect people + planet","authors":"K. Kezabu","doi":"10.1017/aee.2023.11","DOIUrl":"https://doi.org/10.1017/aee.2023.11","url":null,"abstract":"The Intersectional Environmentalist enlightens the reader about the way issues of environmental injustice are interconnected with social injustices including racism, in the past and at present. This book effectively reveals to the reader the unamplified moments when entire communities have been put in environmental danger, neglected, and systemically silenced. The Intersectional Environmentalist captures the reader ’ s interest right from the start simply through how the author presents the ordinary silenced facts; like the poisoned Altgeld Gardens communities in chapter two. Considering the list of things that are plaguing the world today and how many of those have been compartmentalised in little boxes of knowledge, Leah Thomas has accomplished a great task with her intersectional environmentalist theory. When the author lays these facts bare to the reader through real examples, she calls on everyone to unite and advocate for the silenced voices. This clear appeal to the reader compels a sense of agency in them. This is how The Intersectional Environmentalist may effectively turn the reader into an environmental justice activist. This book emphatically points out to the reader that when one claims to advocate for the well-being of the planet, they need to equally consider the same for all the human and non-human inhabitants of the planet. Icannot give enough praise to the \"pledge breakouts\" and \"chapter discussion questions\" at the end of each chapter. They capture the readership in an active stance of reflexive learning which helps to highlight meaning in all the significant educational concepts. Through the pledges, the author reaches out to the just nature of humanity in her readership and in this way appeals to them to think rationally about how both human inhabitants of the planet need as much healing as the environment because both have been hurt for a very long time. Through the pledge breakouts a significant call to everyone ’ s commitment is made. The pledge breakouts have been strategically placed at the end of the chapters after the reader has been given all","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"426 - 428"},"PeriodicalIF":1.6,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44932437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial – Volume 39, Issue 2","authors":"Peta J. White","doi":"10.1017/aee.2023.13","DOIUrl":"https://doi.org/10.1017/aee.2023.13","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"135 - 138"},"PeriodicalIF":1.6,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43785488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The end, the beginning - Directed by: Archie Chew, 2020, 15 minutes. https://www.facebook.com/tetbfilm/ https://iview.abc.net.au/show/end-the-beginning/video/ZW3145A001S00","authors":"John Cripps Clark","doi":"10.1017/aee.2023.6","DOIUrl":"https://doi.org/10.1017/aee.2023.6","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42957629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Humour beyond human: eco-humour as a pedagogical toolkit for environmental education","authors":"Mohammad Ali Heidari-Shahreza","doi":"10.1017/aee.2023.8","DOIUrl":"https://doi.org/10.1017/aee.2023.8","url":null,"abstract":"Abstract This article strives to open a window on ‘eco-humour’, an umbrella term for diverse forms of humour targeting ecological and environmental issues. It encourages readers to consider eco-humour as a valuable, pedagogical toolkit for environmental education and communication. To this aim, eco-humour is, first, put into perspective of humour scholarship. In particular, I discuss the critical and corrective potential of humour to address and possibly redress environmental issues. Pedagogical benefits of humour are, then, touched upon to pave the way for a discussion of ‘humour-integrated environmental education’. The paper also addresses UNESCO’s 2030 roadmap of education for sustainable development and the ‘sustainability’ component of Australian Curriculum to further justify and contextualise the use of eco-humour. Moreover, several university-based initiatives to integrate echo-humour into environmental education are considered. Likewise, I briefly address ‘humour-integrated language learning’ as an emerging approach in language education that may offer valuable insights into eco-humour curriculum integration. Finally, the article points out several practical considerations and future directions in humour-integrated environmental education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Urgency through education: Futures learning through children’s literature","authors":"G. Auld, Joanne O’Mara, P. White","doi":"10.1017/aee.2023.9","DOIUrl":"https://doi.org/10.1017/aee.2023.9","url":null,"abstract":"Abstract The purpose of this communication is to explore possibilities for children’s literature to enable futures learning. It introduces the ways in which two different frameworks might be used to analyse children’s literature. The first framework draws upon the Earth Charter Principles (ECP) (Auld et al., 2021). The second framework brings together the pillars of sustainability with the principles of Education for Sustainability (EfS) in a framework for ecological sustainability of children’s literature (White et al., 2020). The communication starts by introducing a text – a recent example of ‘awarded’ and therefore high-quality children’s literature. We then outline the two frameworks and explore the possibilities of applying these frames for analysing this text. We conclude that the sustainability frameworks are useful tools and resources for analysing children’s literature to determine the quality of the text and how the experience of reading the text may impact children, their learning and their environmental consciousness and practices.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"234 - 240"},"PeriodicalIF":1.6,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41394692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance of cultivating awareness of environmental matters in science classrooms: a cross-regional study","authors":"Ahlam Lee","doi":"10.1017/aee.2023.7","DOIUrl":"https://doi.org/10.1017/aee.2023.7","url":null,"abstract":"\u0000 As scientific literacy plays a contributing role in identifying, analysing, and solving environmental matters that our world is facing, there is growing consensus to mandate environmental matters in science classrooms following five decades of efforts in promoting environmental education. However, much remains unknown about the relationship between students’ awareness of environmental matters and their science literacy scores on standardised test. Using data drawn from the 2015 Program for International Student Assessment (PISA) science performance assessment, this study investigates the relationship between students’ awareness of environmental matters and their science literacy scores in the context of established predictors for science learning. In all the regions’ multilevel models ranging from medium to large effect sizes, a significant and positive relationship emerges between students’ awareness of environmental matters and science literacy scores. Among the well-known predictors for science learning, student science self-efficacy associates positively with student science literacy scores across the regions. In contrast, inquiry-based science instruction associates negatively with the scores. Except for these two well-known predictors, variations exist in the relationships between other variables among the regions. Given all the regions’ evidence showing the positive linkage between students’ awareness of environmental matters and science literacy scores, the present study signifies the importance of integrating environmental issues into traditional science classrooms, suggesting that there should be systematic supports that enable both environmental and science educators to collaborate towards the development of an interdisciplinary environmental science curriculum.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47919581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}