Australian Journal of Environmental Education最新文献_第9页

Teaching climate change in primary schools: an interdisciplinary approach 小学气候变化教学：一种跨学科的方法

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-23 DOI: 10.1017/aee.2022.28

Efrat Eilam

引用次数: 0

A didactic model to support the use of senses and sensors in environmental education problem solving 支持在环境教育问题解决中使用感官和传感器的教学模式

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-22 DOI: 10.1017/aee.2022.22

Maria João Silva

引用次数: 1

A passionate partnership: understanding the origins and significance of John Sinclair’s connection with K’gari (Fraser Island) 激情的伙伴关系：了解约翰·辛克莱与凯加里（弗雷泽岛）关系的起源和意义

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-21 DOI: 10.1017/aee.2022.21

Susan Zela Bissett

{"title":"A passionate partnership: understanding the origins and significance of John Sinclair’s connection with K’gari (Fraser Island)","authors":"Susan Zela Bissett","doi":"10.1017/aee.2022.21","DOIUrl":"https://doi.org/10.1017/aee.2022.21","url":null,"abstract":"Abstract The paper explores the transformation of environmental activist John Sinclair, OA, from a conservative member of the Country Party, through a position of cautious conservationism, to preeminence as a leading environmentalist with some very significant achievements. This paper aims to show some correlations between his work and ideas and major strands of environmental education research. His allegiance to K’gari (Fraser Island) and the way in which he was able to learn from the traditional custodians, the Butchulla people, and other leading environmentalists is described in this paper through his own memoir writing and the viewpoints of informants interviewed by the author. John Sinclair’s profound connection with K’gari, how it was formed and sustained, and its historical and environmental consequences make a remarkable story of a modern citizen turned activist. The development of John Sinclair’s ideas and practice show interesting parallels with the development of both environmental activism and environmental education in Australia. The story has importance in a range of areas connected with environmental stewardship and environmental education.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"95 - 107"},"PeriodicalIF":1.6,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47247374","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

After the posts: thinking with theory in environmental education research 后岗位:用理论思考环境教育研究

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-20 DOI: 10.1017/aee.2022.25

Annette Gough, N. Gough

引用次数: 0

The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in South-eastern Turkey 亲近自然、与自然的联系和环保行为对环境认同的影响：对土耳其东南部公立大学学生的研究

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-10 DOI: 10.1017/aee.2022.20

A. Atik, H. Sari, Yakup Doğan

{"title":"The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in South-eastern Turkey","authors":"A. Atik, H. Sari, Yakup Doğan","doi":"10.1017/aee.2022.20","DOIUrl":"https://doi.org/10.1017/aee.2022.20","url":null,"abstract":"Abstract The assessment of environmental identity (EID) in terms of connectedness to nature, eco-friendly behaviour (EFB) and closeness to nature variables is the central focus of this study. The elaborated conceptual model recommends that closeness to nature, connectedness to nature and EFBs related to education, economy and recycling are potential predictors of EID. The sample consists of 518 college students studying in different teacher education programmes. Confirmatory factor analysis was used to evaluate the constructive validity of the scales for each of the measurement models. The theoretical path analysis model was created by considering existing literature. In the present study, the EFBs of the participants had a significant and moderate effect on their EID. Findings confirmed that environmental education behaviours and recycling behaviours had a positive and low effect on EFBs. The results showed that connectedness to nature and closeness to nature had a positive and medium effect on EFB. Promotion of EID sense in pre-service teachers will increase their students’ EID. Finally, advanced degree curricula in environmental protection and nature can be designed and implemented based on target group information.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"80 - 94"},"PeriodicalIF":1.6,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391162","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 diffractive and decolonising reading methodology for education research 教育研究的衍射和非殖民化阅读方法

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-10 DOI: 10.1017/aee.2022.24

R. Bellingham

{"title":"A diffractive and decolonising reading methodology for education research","authors":"R. Bellingham","doi":"10.1017/aee.2022.24","DOIUrl":"https://doi.org/10.1017/aee.2022.24","url":null,"abstract":"Abstract For white settler researchers aiming to contribute to the work of decolonising education, actively seeking ways to disturb and destabilise long-held onto-epistemological assumptions associated with colonial modernity is important. In this article I investigate how these disturbances might occur in a diffractive and decolonising reading methodology. I outline two prior diffractive reading experiences that drew on decolonial theory and Barad’s diffraction theory: A situated inquiry of the Great Barrier Reef as a pedagogical agent; and a reading of Australian teacher education policy through military imaginaries. In this article I read these prior diffractive reading experiences through one another, attending to further methodological patterns. I identify two connected methods of defamiliarisation that are generative for destabilising colonising ways of knowing, norms and thinking in education. These are: Bringing ostensibly different phenomena together in diffractive relations with one another; and reading difference in the spirit of companionship, that is, in an orientation to learning from difference rather than to master difference. I suggest that if education continues to rely on and wield the same modern critical tools that support colonial-capitalist systems it will be unable to recognise, address and reimagine the continued violence of these systems.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"375 - 387"},"PeriodicalIF":1.6,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167153","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

(DE)(RE)territorializing re-entry adult learners （DE）（RE）重新进入成年学习者的属地化

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-09 DOI: 10.1017/aee.2022.23

S. Kokorudz

引用次数: 0

Editorial – Volume 38, Issue 2 编辑-第38卷，第2期

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-06-01 DOI: 10.1017/aee.2022.30

Peta J. White

引用次数: 0

Conservation education in Aotearoa-New Zealand: a values perspective 新西兰奥特亚的保护教育：价值观视角

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-05-30 DOI: 10.1017/aee.2022.19

S. Birdsall, Tim Kelly

{"title":"Conservation education in Aotearoa-New Zealand: a values perspective","authors":"S. Birdsall, Tim Kelly","doi":"10.1017/aee.2022.19","DOIUrl":"https://doi.org/10.1017/aee.2022.19","url":null,"abstract":"Abstract Throughout the world, Aotearoa-New Zealand is recognised for its extraordinary biodiversity. However, many species that make up this distinctive biodiversity are under threat of extinction due to human impacts, such as the ill-considered introduction of particular animals. Many New Zealanders participate in the protection and restoration of their environment, which involves the lethal control of these introduced animals. Primary school children (5–13 years old) engage in conservation education as part of their learning, which aims to develop their abilities to take informed action to protect and restore our environment, sometimes including lethal control of introduced animals. Recently, concerns have been raised that children learning about the lethal control of introduced animals does not align with the values that should be explored and encouraged according to Aotearoa-New Zealand’s national curriculum. We argue that conservation education, including learning about the lethal control of introduced animals, encourages children to explore and encourage these values, namely valuing the diversity in their heritages, ecological sustainability, participation for the common good, equity, innovation, and respect for others.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"38 1","pages":"178 - 191"},"PeriodicalIF":1.6,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475495","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

‘Over to you’: considering the purpose of education through a student-centred sustainability project “交给你”:通过以学生为中心的可持续发展项目来考虑教育的目的

IF 1.6

Australian Journal of Environmental Education Pub Date : 2022-05-27 DOI: 10.1017/aee.2022.16

Kirsty Jackson

{"title":"‘Over to you’: considering the purpose of education through a student-centred sustainability project","authors":"Kirsty Jackson","doi":"10.1017/aee.2022.16","DOIUrl":"https://doi.org/10.1017/aee.2022.16","url":null,"abstract":"Abstract The school strikes for climate action that began with Greta Thunberg in 2018 and spread worldwide in 2019, left many young people to ponder ‘what is the point of education if we have no future?’ In this investigation of a student-centred project on sustainability conducted with Year 4 students in Brisbane, the point of education was framed by Biesta’s three domains of purpose; Qualification, Socialisation and Subjectification. Sustainability education requires attention to each domain, that is, increasing children’s knowledge of sustainability (Qualification), facilitating their critical awareness of social practices related to sustainability (Socialisation), and expanding their capacity to act in response to the challenges of living sustainably (Subjectification). The project was designed using an action research model where children co-created the topic (reducing plastic usage) and then decided on how it would be investigated and reported. Interviews during and after the project, and episodes recorded in a research journal revealed changes in each of the three domains, with changes in the Subjectification domain being the focus of this study. The overall positive and multifaceted learning outcomes that occurred highlight what is possible when addressing issues of sustainability and the point of education in ways that matter to children.","PeriodicalId":44842,"journal":{"name":"Australian Journal of Environmental Education","volume":"39 1","pages":"67 - 79"},"PeriodicalIF":1.6,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46571770","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