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Trauma-informed environmental education: Helping students feel safe and connected in nature 创伤环境教育:帮助学生在大自然中感到安全和联系
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-02-24 DOI: 10.1080/00958964.2022.2163220
N. Evans
{"title":"Trauma-informed environmental education: Helping students feel safe and connected in nature","authors":"N. Evans","doi":"10.1080/00958964.2022.2163220","DOIUrl":"https://doi.org/10.1080/00958964.2022.2163220","url":null,"abstract":"Abstract In any given environmental education program there are students who have experienced trauma, yet the field has not expanded to consider the particular needs of these students. This paper weaves together strands from psychology, education, and healthcare to outline the concept of trauma and how it manifests in students and to introduce a series of principles for trauma-informed environmental education. Trauma-informed environmental education is not a form of ecotherapy. Rather, it asks environmental educators to have an operational understanding of how trauma shows up in their students and to adopt approaches that have the highest likelihood of supporting these students as they learn and develop lasting bonds with nature. Environmental educators have the challenge of helping students experience trust and safety in nature even where trauma (including individual, systemic, and cultural) affects the ability of many students to connect and feel safe. Interdisciplinary collaboration around trauma-informed environmental education is needed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"85 - 98"},"PeriodicalIF":3.1,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45221637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
“We should have held this in a circle”: White ignorance and answerability in outdoor education “我们应该把这件事放在一个圈子里”：白人在户外教育中的无知和责任感
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-02-15 DOI: 10.1080/00958964.2023.2169897
Spirit D. Brooks, Leilani Sabzalian, Roshelle Weiser-Nieto, Shareen Springer
{"title":"“We should have held this in a circle”: White ignorance and answerability in outdoor education","authors":"Spirit D. Brooks, Leilani Sabzalian, Roshelle Weiser-Nieto, Shareen Springer","doi":"10.1080/00958964.2023.2169897","DOIUrl":"https://doi.org/10.1080/00958964.2023.2169897","url":null,"abstract":"Abstract This critical ethnography highlights an ongoing research partnership between two Indigenous studies scholars and their effort to prepare outdoor educators to support Indigenous students more effectively in their programs. After a listening session at the Oregon Indian Education Association annual conference where Indigenous educators and community members urged the Oregon State University Outdoor School 1 program to address how outdoor education reproduced stereotypes of Indigenous peoples and appropriated Indigenous knowledge systems, the authors developed and implemented a series of professional development workshops for outdoor educators in various regions throughout Oregon. The workshops sought to prepare outdoor educators to more effectively support Indigenous students in their classrooms and schools. This article documents the ways outdoor educators embraced or evaded those concepts and commitments and offers recommendations for outdoor education programs and professional development.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"114 - 131"},"PeriodicalIF":3.1,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 1
Education and the marine environmental issue: A historical review of research fields and the popularization on conservation and management of the sea and ocean in Brazil 教育与海洋环境问题:巴西海洋保护与管理研究领域与普及的历史回顾
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-11 DOI: 10.1080/00958964.2022.2161979
C. Pazoto, M. Duarte, Edson Silva
{"title":"Education and the marine environmental issue: A historical review of research fields and the popularization on conservation and management of the sea and ocean in Brazil","authors":"C. Pazoto, M. Duarte, Edson Silva","doi":"10.1080/00958964.2022.2161979","DOIUrl":"https://doi.org/10.1080/00958964.2022.2161979","url":null,"abstract":"Abstract Worldwide initiatives have been promoting awareness on marine environmental issues. In Brazil Maritime Mentality Program arises from political disputes over the right to use maritime spaces, Coastal Marine Environmental Education shares the same theoretical basis as Environmental Education and Ocean Literacy appears in the USA and became globally widespread after its inclusion as one goal of Ocean Decade. Based on a literature review this article gives a panorama of the history, working groups, institutional links, theoretical framework and impact of the published material of these three working fields. The conclusion is that the conceptual framework of all three is limited and do not address the deep causes of environmental degradation which is the current social-political-economic system.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"99 - 113"},"PeriodicalIF":3.1,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Action-oriented approaches to teaching environmental science in Bhutanese secondary schools: Stakeholder perceptions 不丹中学环境科学教学的行动导向方法:利益相关者的看法
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-04 DOI: 10.1080/00958964.2022.2157368
Kishore Mongar, Frances Quinn, Sue Elliott
{"title":"Action-oriented approaches to teaching environmental science in Bhutanese secondary schools: Stakeholder perceptions","authors":"Kishore Mongar, Frances Quinn, Sue Elliott","doi":"10.1080/00958964.2022.2157368","DOIUrl":"https://doi.org/10.1080/00958964.2022.2157368","url":null,"abstract":"Abstract Bhutan aspires to balance sustainable socioeconomic development with environmental conservation to achieve Gross National Happiness (GNH). There are apparent alignments between GNH and the principles of Education for Sustainable Development (ESD), but we recognize the role of the Bhutanese socio-cultural context for critically examining any alignments or misalignments with pervasive Western action-oriented ESD approaches. We present one aspect of a PhD study by the lead author that explored the implementation of Environmental Science (ES) in Bhutanese secondary schools. He examined stakeholders’ perceptions about action-oriented approaches to teaching, drawing on qualitative and quantitative data from interviews with six principals, surveys and interviews with 14 teachers, surveys with 563 students and focus groups with 194 students. Findings indicated that students participated in school-based activities such as waste management and cleaning, in compliance with school-based directives to alleviate problems, rather than as a consequence of their own agentic decisions. Principals, teachers and students valued the idea of taking environmental action in ES, especially waste management, primarily for solving ecological issues and promoting intergenerational equity rather than for developing of action-competence. There is potential for leveraging existing school practices to enhance action-oriented approaches and, consequently, foster action-competence for the enhancement of GNH in Bhutan.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"132 - 147"},"PeriodicalIF":3.1,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Is naturalness associated with positive learning outcomes during environmental education field trips? 在环境教育实地考察中，自然性与积极的学习成果有关吗？
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-04 DOI: 10.1080/00958964.2022.2157369
Lydia Kiewra, R. B. Powell, M. Stern, Tyler Hemby, M. Browning
{"title":"Is naturalness associated with positive learning outcomes during environmental education field trips?","authors":"Lydia Kiewra, R. B. Powell, M. Stern, Tyler Hemby, M. Browning","doi":"10.1080/00958964.2022.2157369","DOIUrl":"https://doi.org/10.1080/00958964.2022.2157369","url":null,"abstract":"Abstract Do more natural settings improve students’ learning? We collected surveys immediately following 283 U.S.-based environmental education (EE) field trip programs for youth and used land cover data to examine the relationship between levels of naturalness, defined as the percentage of natural land cover of the EE field trip site, and student learning outcomes. We also examined whether differences in levels of naturalness between students’ day-to-day environment and the field trip setting were related to student learning outcomes. When controlling for grade and race, both levels of naturalness and novel levels of naturalness accounted for approximately 4% of the variance in student outcomes suggesting that other field trip characteristics are more influential.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"148 - 162"},"PeriodicalIF":3.1,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46217651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 1
Using mixed reality (XR) immersive learning to enhance environmental education 利用混合现实(XR)沉浸式学习加强环境教育
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152410
C. Aguayo, C. Eames
{"title":"Using mixed reality (XR) immersive learning to enhance environmental education","authors":"C. Aguayo, C. Eames","doi":"10.1080/00958964.2022.2152410","DOIUrl":"https://doi.org/10.1080/00958964.2022.2152410","url":null,"abstract":"Abstract Mixed reality (XR) environments combining real-to-virtual immersive experiences provide unprecedented potential for reframing educational pedagogy and practice. XR environments provide scaffolded learning points accommodating individual needs, while enhancing sensorial and embodied experiences. XR environments can facilitate self-determined (heutagogical) experience-based learning and esthetic visualization of wicked problems, making complex knowledge more accessible. Here we report on a study exploring the design of mobile learning with education outside the classroom (EOTC), heutagogy, and free-choice learning to enhance marine ecological literacy, based on a bring your own device (BYOD) XR intervention at a marine educational center in Aotearoa New Zealand. Findings indicate that XR affordances can enhance the understanding of complex marine conservation science, facilitating ecological literacy knowledge, attitudes and behavior change. Implications include pedagogical rethinking of EOTC with self-determined mobile learning; haptic, sensorial and embodied XR design considerations for environmental education; and epistemological speculation on learning phenomena in real-to-virtual immersive environments.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"58 - 71"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 8
Fostering children’s ecological imagination with augmented storying 用扩增故事培养儿童的生态想象力
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152407
K. Kumpulainen, C. Wong, J. Byman, Jenny Renlund, J. Vadeboncoeur
{"title":"Fostering children’s ecological imagination with augmented storying","authors":"K. Kumpulainen, C. Wong, J. Byman, Jenny Renlund, J. Vadeboncoeur","doi":"10.1080/00958964.2022.2152407","DOIUrl":"https://doi.org/10.1080/00958964.2022.2152407","url":null,"abstract":"Abstract In this study we investigated how augmented storying fosters children’s ecological imagination. Augmented storying couples culturally-based nature stories embedded in augmented storytelling technology with children’s own mobile and multimodal storying activities outdoors in local ecologies. The study took place during a four-month, cross-curricular project in a Finnish elementary school and its neighborhood. Results reveal affective, embodied, sensual, cultural-scientific, symbolic, and moral intensities, highlighting the educational possibilities of augmented storying as a way to enhance children’s ecological imagination by becoming entangled with multimodal stories about the places they inhabit.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"33 - 45"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45086479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places 魅力和数字技术:通过在当地的视频散步，培养孩子们对超越人类的魅力
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152408
P. Renshaw, Kirsty Jackson, Harriet Mortlock, Ron Tooth
{"title":"Enchantment and digital technologies: Cultivating children’s enchantment with the more-than-human through video-walks in local places","authors":"P. Renshaw, Kirsty Jackson, Harriet Mortlock, Ron Tooth","doi":"10.1080/00958964.2022.2152408","DOIUrl":"https://doi.org/10.1080/00958964.2022.2152408","url":null,"abstract":"Abstract This paper considers how digital technologies contribute to awakening primary-school children’s enchantment with local places. We draw upon Bennett and Thoreau to theorize enchantment and adopt “enchantment as method” from Stainova to guide the research process. We analyze the contrasting digital artifacts produced by three children through video-walks in their backyards. In one case, Kay, the digital artifact reveals how her enchantment was produced through the video-walk. Accessing data beyond the video-walk, we show that the other cases, Connor and Leila, had experienced enchantment and this experience evoked ethical concern and moral action. The implications of our analysis of these cases for a pedagogy of enchantment are critically considered.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"20 - 32"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 5
Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education 看到微塑料云：在环境教育中利用电子媒体素养进行数字技术
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152412
Antonio López
{"title":"Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education","authors":"Antonio López","doi":"10.1080/00958964.2022.2152412","DOIUrl":"https://doi.org/10.1080/00958964.2022.2152412","url":null,"abstract":"Abstract Connecting environmental and digital media education with the guiding metaphor of water, this article explores ecomedia literacy, a methodology that prompts students to perform a holistic analysis and systems thinking of gadgets using four zones of inquiry: ecoculture, political ecology, ecomateriality, and lifeworld. Ecoculture involves studying the discourses, symbols, and stories associated with gadgets. Political ecology relates to the ideological aspects of gadgets and how their production chain is facilitated by social structures. Materiality corresponds with how the gadget is made and what materials it’s composed of. Lifeworld is the phenomenological experience of the gadget and how it impacts sensory, cognitive, and emotional experience. This article reflects on student research performed utilizing ecomedia literacy and the insights they generated about the environmental impacts of their personal gadgets.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"46 - 57"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Digital technologies and the COVID-19 pandemic: Opportunities and challenges for environmental educators in Barcelona 数字技术和2019冠状病毒病大流行:巴塞罗那环境教育工作者的机遇和挑战
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152409
Andrea del Carmen Corres Gallardo, I. Ruiz‐Mallén
{"title":"Digital technologies and the COVID-19 pandemic: Opportunities and challenges for environmental educators in Barcelona","authors":"Andrea del Carmen Corres Gallardo, I. Ruiz‐Mallén","doi":"10.1080/00958964.2022.2152409","DOIUrl":"https://doi.org/10.1080/00958964.2022.2152409","url":null,"abstract":"Abstract The COVID-19 lockdowns forced environmental educators to increase the use of digital technologies, bringing to the forefront the need for critical research on the implications for teaching practice. Through interviews in Barcelona, we explore how environmental educators perceived related opportunities and difficulties and how these connect with their competencies in environmental education. Non-formal educators reported a more comprehensive range of digital tools than those in formal settings and particularly highlighted the difficulty of sustaining the impact on environmental learning when replacing face-to-face methods with digital technologies. Interviewees commonly perceived motivational challenges. We discuss how these experiences were less related to educators’ previous use of digital technologies and more to mastering specific competencies that can help them deal with emotions.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"54 1","pages":"8 - 19"},"PeriodicalIF":3.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42682797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
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