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Australian Journal of Environmental Education最新文献

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The Teachings of Mistle Thrush and Kingfisher 雾画眉与翠鸟的调教
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-05-02 DOI: 10.1017/aee.2023.4
P. Reason, Sarah Gillespie
{"title":"The Teachings of Mistle Thrush and Kingfisher","authors":"P. Reason, Sarah Gillespie","doi":"10.1017/aee.2023.4","DOIUrl":"https://doi.org/10.1017/aee.2023.4","url":null,"abstract":"Abstract What would it be like to learn to live in and experience a world of sentient beings rather than inert objects? How can we learn to awarely participate in a world of communication and interaction, in which trees, crows and rivers may grace us with a response to our attention and our call? How do we learn not just to know this intellectually but ‘proved upon our pulses’, as John Keats put it. As artist and writer, we reflect on the contribution our practices can have to the ecological crisis of our times, drawing on living cosmos panpsychism and examples from our practice.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46711896","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}
引用次数: 5
The impacts of environmental science on Bhutanese students’ environmental sustainability competences 环境科学对不丹学生环境可持续能力的影响
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-03-20 DOI: 10.1017/aee.2023.2
Kishore Mongar
{"title":"The impacts of environmental science on Bhutanese students’ environmental sustainability competences","authors":"Kishore Mongar","doi":"10.1017/aee.2023.2","DOIUrl":"https://doi.org/10.1017/aee.2023.2","url":null,"abstract":"\u0000 The subject of environmental science (ES) was introduced into Bhutanese schools to educate students about sustainable environmental conservation. This study aims to answer the research question: What are the impacts of studying ES on Bhutanese students for environmental sustainability? The study employed mixed methods to draw data from interviews with six principals, 14 teachers and 189 students, and surveys with 14 teachers and 563 students from six secondary schools. Participants indicated the development of students’ Gross National Happiness value of sustainable environmental and socioeconomic development. However, an anthropocentric perspective appeared to be dominant among participants, suggesting a need to develop ecocentric worldviews to support sustainability. Most students noted their changed behaviours, development of optimism, stewardship and agency towards ecological sustainability from studying ES. To prepare students to take action to address sustainability issues, teachers could leverage students’ optimism, agency and stewardship through action-oriented approaches to teaching ES.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49464367","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}
引用次数: 1
Editorial – Volume 39, Issue 1 编辑-第39卷，第1期
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-03-01 DOI: 10.1017/aee.2023.3
Peta J. White
{"title":"Editorial – Volume 39, Issue 1","authors":"Peta J. White","doi":"10.1017/aee.2023.3","DOIUrl":"https://doi.org/10.1017/aee.2023.3","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41364751","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}
引用次数: 0
Indigenous and decolonizing studies in education: mapping the long view - Edited by Linda Tuhiwai Smith, Eve Tuck & K. Wayne Yang. (2019) NY, OX: Routledge – CORRIGENDUM 教育中的土著和非殖民化研究:绘制长期观点-琳达·图希瓦伊·史密斯，伊芙·塔克和k·韦恩·杨编辑。(2019) NY, OX: Routledge -勘误表
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-02-07 DOI: 10.1017/aee.2023.1
S. Wooltorton
{"title":"Indigenous and decolonizing studies in education: mapping the long view - Edited by Linda Tuhiwai Smith, Eve Tuck & K. Wayne Yang. (2019) NY, OX: Routledge – CORRIGENDUM","authors":"S. Wooltorton","doi":"10.1017/aee.2023.1","DOIUrl":"https://doi.org/10.1017/aee.2023.1","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45627445","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}
引用次数: 0
Nature immersions: teaching reading through a real-world curriculum 自然沉浸:通过真实世界的课程教授阅读
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-01-16 DOI: 10.1017/aee.2022.50
Katherine Bates
{"title":"Nature immersions: teaching reading through a real-world curriculum","authors":"Katherine Bates","doi":"10.1017/aee.2022.50","DOIUrl":"https://doi.org/10.1017/aee.2022.50","url":null,"abstract":"Abstract Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students’ reading outcomes. Australian education has recently moved beyond these reading wars to include explicit phonics instruction in a reformed national English Curriculum. This provides an opportune time to engage preservice teachers entering the workforce with strategies that explicitly teach these skills while nurturing young people’s ecological consciousness through positive nature connections. With this focus in mind, a participatory action research project involving preservice teachers was undertaken, from which an Eco-Conceptual Framework ensued. The project put immersive activities in place, promoting transdisciplinary ways to develop learners’ connections with nature using images collected from participants’ real world when learning to read. Results indicate that action research energised preservice teachers’ perceived knowledge, self-efficacy about teaching early reading utilising place and skills in designing visual resources. It brings attention to the critical influence of preservice teachers’ dispositions and preferred natural spaces on what images are collected and offered when designing early reading activities utilising the natural world.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915673","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}
引用次数: 0
A Review of ‘Bad River: The Cooks River’ - Film by Beau Miles. Published on YouTube 28 July, 2022. “坏河:库克斯河”的评论-电影由博迈尔斯。2022年7月28日发布于YouTube。
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-01-16 DOI: 10.1017/aee.2022.53
Scott Jukes
{"title":"A Review of ‘Bad River: The Cooks River’ - Film by Beau Miles. Published on YouTube 28 July, 2022.","authors":"Scott Jukes","doi":"10.1017/aee.2022.53","DOIUrl":"https://doi.org/10.1017/aee.2022.53","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44513601","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}
引用次数: 0
Indigenous and decolonizing studies in education: mapping the long view 教育领域的土著和非殖民化研究：长远规划
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-01-04 DOI: 10.1017/aee.2022.52
S. Wooltorton
{"title":"Indigenous and decolonizing studies in education: mapping the long view","authors":"S. Wooltorton","doi":"10.1017/aee.2022.52","DOIUrl":"https://doi.org/10.1017/aee.2022.52","url":null,"abstract":"","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502296","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}
引用次数: 3
School Strike 4 Climate in Aotearoa New Zealand: youth, relationships and climate justice 新西兰奥特亚第四次学校罢课气候：青年、人际关系和气候正义
IF 1.6
Australian Journal of Environmental Education Pub Date : 2023-01-04 DOI: 10.1017/aee.2022.51
S. Birdsall
{"title":"School Strike 4 Climate in Aotearoa New Zealand: youth, relationships and climate justice","authors":"S. Birdsall","doi":"10.1017/aee.2022.51","DOIUrl":"https://doi.org/10.1017/aee.2022.51","url":null,"abstract":"Abstract The School Strike 4 Climate New Zealand (SS4CNZ) movement have organised and led four strikes between 2019 and 2021. With each successive strike, adult support for students’ demands increased. Their most notable achievement was garnering sufficient support to pass Aotearoa New Zealand’s Zero Carbon Bill into legislation. However, tensions with SS4CNZ led to the Auckland Chapter announcing its disbandment in 2021. There were mixed responses to their decision. In this reflective essay I argue that this disbandment was a positive move forward because these youth were showing their willingness to re-build relationships with their Māori and Pacific Island activist peers. By disbanding, not only were these young leaders enabling their Māori and Pacific Island peers to lead future actions, they were acknowledging the connections between racism, colonialism and climate justice; responding to our relational crisis by demonstrating the importance of re-building robust and reciprocal relationships between humans and more-than-humans when advocating for ways to navigate towards a climate-just society.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230938","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}
引用次数: 1
Manifestations of environmental principles in bridging scientific context, reasoning and behaviour: framework in the development of environmental education programmes in the Philippines 连接科学背景、推理和行为的环境原则的表现:菲律宾环境教育方案发展的框架
IF 1.6
Australian Journal of Environmental Education Pub Date : 2022-12-16 DOI: 10.1017/aee.2022.49
LorieE Malaluan, Allen A. Espinosa, Virgil Duad
{"title":"Manifestations of environmental principles in bridging scientific context, reasoning and behaviour: framework in the development of environmental education programmes in the Philippines","authors":"LorieE Malaluan, Allen A. Espinosa, Virgil Duad","doi":"10.1017/aee.2022.49","DOIUrl":"https://doi.org/10.1017/aee.2022.49","url":null,"abstract":"\u0000 This study explored the relationship between scientific context (SC), scientific reasoning (SR), and scientific behaviour (SB) across the environmental principles to show their significance as essential scientific competencies in the development of environmental programmes in the Philippine K-12 curriculum in a process where environmental education has a key role to play. One hundred and seventy-seven high school students from Bongabong, Oriental Mindoro in the Philippines were selected through the cluster purposive probabilistic sampling method. A descriptive normative survey method of research was employed in this study. The students’ SC had a high relationship with their SR, which is a direct indicator of SB. This was a sign that SC, SR, and SB all work together in a continuous way. Findings of this study will serve as baseline information for the framework of environmental education programmes through science, in the K-12 Philippine Science curriculum. So, when students learn things in the real world, they gain environmental effect, which is thought to be a key reason why people act in ways that are good for the environment and an important goal of environmental education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47013328","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}
引用次数: 0
Assemblage drawings as talking points: Deleuze, posthumans and climate-activist teachers 集合绘画作为谈话要点：德勒兹、后人类和气候活动家教师
IF 1.6
Australian Journal of Environmental Education Pub Date : 2022-12-01 DOI: 10.1017/aee.2022.48
Thomas Everth, L. Gurney, C. Eames
{"title":"Assemblage drawings as talking points: Deleuze, posthumans and climate-activist teachers","authors":"Thomas Everth, L. Gurney, C. Eames","doi":"10.1017/aee.2022.48","DOIUrl":"https://doi.org/10.1017/aee.2022.48","url":null,"abstract":"Abstract In this paper, we employ Deleuzian philosophy to explore the complex challenges confronting teachers and education systems posed by the climate emergency and the implications of the resulting posthumanist turn. Self-identified climate-activist teachers working in schools in Aotearoa New Zealand were asked to draw Deleuzian assemblages of their educational realities and of themselves while contemplating the climate emergency. Their thought-provoking drawings were used as semiotic artefacts during unstructured Zoom interviews, leading to rich conversations. Through this process, the drawings channel affect within the research assemblage, entangling the reader actively into the research process. Insights gained from the participants problematise the perspectives of teachers in response to the climate emergency and lead us to conceptualise the potential of teachers as Deleuze’s nomadic change makers toward posthuman futures.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47619770","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}
引用次数: 0
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