Journal of Environmental Education最新文献_第4页

Connecting technologies and nature: Impact and opportunities for digital media use in the context of at-home family environmental learning 连接技术和自然:数字媒体在家庭环境学习背景下使用的影响和机会

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152411

Veronica J. Lin, N. Ardoin

引用次数: 3

Digital technologies and environmental education 数字技术与环境教育

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2023-01-02 DOI: 10.1080/00958964.2022.2152413

Gregory Lowan-Trudeau

引用次数: 1

In Memoriam—Harold R. Hungerford 纪念哈罗德·r·亨格福德

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-11-02 DOI: 10.1080/00958964.2022.2139214

Trudi L. Volk, T. Marcinkowski

引用次数: 0

Tbilisi’s “Sounds Of Silence”—(In)action in the policy ≠ embodiments of environmental education 第比利斯的“沉默之声”——政策中的行动 ≠ 环境教育的具体体现

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-10-24 DOI: 10.1080/00958964.2022.2128017

P. Payne

{"title":"Tbilisi’s “Sounds Of Silence”—(In)action in the policy ≠ embodiments of environmental education","authors":"P. Payne","doi":"10.1080/00958964.2022.2128017","DOIUrl":"https://doi.org/10.1080/00958964.2022.2128017","url":null,"abstract":"Abstract Based in the 1977 Tbilisi formalization of Environmental Education (EE), this memory-work study of contemporary silences in Environmental Education Research (EER) emphasizes an embodied∼materialist theorization and activist conception of ecological experience in EE (eco)pedagogy. Relevant empirical-conceptual research drawn from EER Special Issues (SI) provides an evidence-base for re-storying numerous post-Tbilisi silences. Of central importance in critiquing various policy transitions in EE and frequent theory turns in EER are the enigmatically ‘lived’ practices of educative experience (human-culture actions and felt other-than-human-Nature interactions). Ecological experiences within experiential and interdisciplinary EE curriculum are inadequately researched in relation to action. Forty-five years after Tbilisi, the power and promise of its “Recommendations” are re-sounded. Tbilisi’s potentials to reconstruct mainstream education policy have been muted for the past two decades of EER. Evidence-driven critical histories of the praxis of key Tbilisi principles are needed if the narrative continuity of the field is to be radically reclaimed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"314 - 339"},"PeriodicalIF":3.1,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47427185","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

Engaging Inuit youth in environmental research: Braiding Western science and Indigenous knowledge through school workshops 让因纽特人青年参与环境研究：通过学校讲习班编织西方科学和土著知识

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-10-21 DOI: 10.1080/00958964.2022.2125926

D. Henri, L. M. Martinez-Levasseur, J. Provencher, C. D. Debets, M. Appaqaq, M. Houde

{"title":"Engaging Inuit youth in environmental research: Braiding Western science and Indigenous knowledge through school workshops","authors":"D. Henri, L. M. Martinez-Levasseur, J. Provencher, C. D. Debets, M. Appaqaq, M. Houde","doi":"10.1080/00958964.2022.2125926","DOIUrl":"https://doi.org/10.1080/00958964.2022.2125926","url":null,"abstract":"Abstract Since the 1990s, scientists and Indigenous peoples have worked together across Inuit Nunangat (Inuit homeland in Canada) to conduct research on contaminants in ringed seals (Pusa hispida; natsiq, natchiq or ᓇᑦᓯᖅ in Inuktut), a species of high cultural, economic and nutritional importance among Inuit. Developing innovative ways of engaging Indigenous communities in research has become essential. Here we examine a science outreach and knowledge mobilization project that was developed as part of a long-term contaminant monitoring program on ringed seals in the Canadian Arctic. This project engaged Inuit school students, youth and communities through workshops on ringed seal ecology and contaminants. We present our approach to workshop planning and delivery, discuss results from a workshop assessment, and reflect on lessons learned and best practices. We also assess the potential of school workshops that braid Western science and Inuit knowledge to support the meaningful engagement of Inuit youth in environmental research.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"261 - 279"},"PeriodicalIF":3.1,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46729621","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: 6

Forest schools in Turkey in times of COVID-19 新冠肺炎时期土耳其的森林学校

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-10-20 DOI: 10.1080/00958964.2022.2132463

Serkan Say, Gökhan Güneş, Kaan Bati

引用次数: 1

Decolonizing place in early childhood education 幼儿教育中的非殖民化地位

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-09-22 DOI: 10.1080/00958964.2022.2120451

Maya Revell

引用次数: 0

Stockholm +50, Tbilisi +45, Rio +30: Research, praxis, and policy 斯德哥尔摩+50、第比利斯+45、里约+30：研究、实践和政策

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-09-22 DOI: 10.1080/00958964.2022.2128016

Cae Rodrigues, Alberto Arenas

引用次数: 2

Identifying areas and approaches for improving evaluation processes in environmental education in the United States of America 确定改进美利坚合众国环境教育评价过程的领域和方法

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-09-22 DOI: 10.1080/00958964.2022.2122918

K. C. Anderson, M. Stern, R. B. Powell

{"title":"Identifying areas and approaches for improving evaluation processes in environmental education in the United States of America","authors":"K. C. Anderson, M. Stern, R. B. Powell","doi":"10.1080/00958964.2022.2122918","DOIUrl":"https://doi.org/10.1080/00958964.2022.2122918","url":null,"abstract":"Abstract Evaluation has not been used to its fullest potential in environmental education (EE). Pressures from external stakeholders can cause organizations to focus on reporting requirements at the expense of conducting evaluations that support programmatic improvement. Understanding practitioners’ satisfaction with their evaluation processes and the drivers of this satisfaction may reveal strategies for improving evaluation processes in the field of EE. We administered an online survey to EE practitioners in the United States via email and social media. Our results indicate low satisfaction with evaluation processes overall, but greater satisfaction from organizations engaged in systematic formal evaluation, particularly processes focused on adaptive management and programmatic improvement, when compared to evaluations focused on satisfying external accountabilities or using informal evaluation processes based on nonsystematic observation and reflection. Our results also highlight current gaps in using evaluation for adaptive management and for furthering diversity, equity, and inclusion efforts in the field.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"290 - 303"},"PeriodicalIF":3.1,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42358886","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

Education for sustainable development: Effects of sustainability education on English language learners’ empathy and reading comprehension 可持续发展教育:可持续发展教育对英语学习者移情和阅读理解的影响

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2022-09-01 DOI: 10.1080/00958964.2022.2107605

Najmeh Rafiee Moghadam, Mehry Haddad Narafshan, Leila Anjomshoa

{"title":"Education for sustainable development: Effects of sustainability education on English language learners’ empathy and reading comprehension","authors":"Najmeh Rafiee Moghadam, Mehry Haddad Narafshan, Leila Anjomshoa","doi":"10.1080/00958964.2022.2107605","DOIUrl":"https://doi.org/10.1080/00958964.2022.2107605","url":null,"abstract":"Abstract Developing a sustainable world requires more than a team of sustainable development experts. It involves the work of students, teachers, material designers, and policymakers, whose efforts contribute to a more sustainable world. Hence, the focus of the present study was to examine the impact of a sustainable education on the reading comprehension and empathy of English language learners. English is considered a foreign but promising language in Iran. So, the program was performed in an English reading comprehension course and the participants were 10-year-old children (N = 48). The current study was conducted at a private primary school in Kerman city, the center of Kerman province, Iran. Quantitative data were collected and presented using pre-and post-reading tests to track the potential changes in students’ reading comprehension. Self-reported questionnaires were also used to examine participants’ empathy at the beginning and end of the project. The results revealed that the sustainable education group outperformed the control group in the post-reading tests. It is also reported that learners’ levels of empathy increased after implementing sustainability-based instruction. In brief, integrating sustainable education strategies into English language reading instruction is beneficial to children’s personal and academic achievements.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"53 1","pages":"280 - 289"},"PeriodicalIF":3.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213721","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