Journal of Environmental Education最新文献_第7页

Pandemics, capitalism, and an ecosocialist pedagogy 流行病、资本主义和生态社会主义教学法

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-11-02 DOI: 10.1080/00958964.2021.1999197

Alberto Arenas

引用次数: 3

Model my watershed: an investigation into the role of big data, technology, and models in promoting student interest in watershed action 模拟我的流域：大数据、技术和模型在促进学生对流域行动兴趣方面的作用调查

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-28 DOI: 10.1080/00958964.2021.1979451

Nanette Marcum-Dietrich, S. Kerlin, Amanda Hendrix, Nicole S. Sorhagen, C. Staudt, Zachary Krauss

{"title":"Model my watershed: an investigation into the role of big data, technology, and models in promoting student interest in watershed action","authors":"Nanette Marcum-Dietrich, S. Kerlin, Amanda Hendrix, Nicole S. Sorhagen, C. Staudt, Zachary Krauss","doi":"10.1080/00958964.2021.1979451","DOIUrl":"https://doi.org/10.1080/00958964.2021.1979451","url":null,"abstract":"Abstract The Meaningful Watershed Educational Experience (MWEE) is a curriculum framework designed to support students’ Environmental Literacy (E-Lit) by promoting critical thinking about watersheds, but there is a paucity of empirical evidence in the literature to demonstrate its effectiveness in increasing E-Lit and a lack of understanding of what MWEE instructional activities best support E-Lit. The Teaching Environmental Sustainability—Model My Watershed (TES-MMW) middle school curriculum is a data-rich MWEE that promotes student analysis of local watersheds. This large-scale study was conducted in eight states across the United States of America from 2016 to 2018, with data from 38 teachers and 1,263 students ages 11–18. The data shows a positive impact on students’ E-Lit in watershed content and action. The study further suggests that four of the project’s curricular elements were most influential in promoting environmental action for students. These curricular elements follow the MWEE framework, and as such, the MWEE essential elements are valuable guides in curricular design to support students’ E-Lit development.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"384 - 397"},"PeriodicalIF":3.1,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46564768","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

Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education 正念是自我确认吗？环境与可持续发展教育背景下基于正念干预的潜力和局限性的探索性干预研究

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-08 DOI: 10.1080/00958964.2021.1966352

Pascal Frank, Daniel Fischer, L. Stanszus, P. Grossman, Ulf Schrader

{"title":"Mindfulness as self-confirmation? An exploratory intervention study on potentials and limitations of mindfulness-based interventions in the context of environmental and sustainability education","authors":"Pascal Frank, Daniel Fischer, L. Stanszus, P. Grossman, Ulf Schrader","doi":"10.1080/00958964.2021.1966352","DOIUrl":"https://doi.org/10.1080/00958964.2021.1966352","url":null,"abstract":"Abstract Over the past two decades, mindfulness meditation has received increasing attention in academia and various fields of practice. More recently, it has also been introduced into environmental and sustainability education (ESE) settings. This study offers a first exploratory investigation of learner experiences with consumption-specific mindfulness training. Semi-structured interviews were conducted with 25 training participants. Data analysis was undertaken applying a pluralistic qualitative methods approach. Our results draw an ambivalent picture. On the one hand, we found that mindfulness training can connect individuals with inner states and processes that are also relevant to their consumer behavior, thus providing valuable impulses for ESE. On the other hand, however, these generic learning outcomes do not easily translate to consumptive acts. One explanation for this is that mindfulness practice can sometimes serve as a self-confirmation process that reinforces prevailing values, expectations, and intentions. This indicates important challenges mindfulness practice poses in ESE.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"417 - 444"},"PeriodicalIF":3.1,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43484586","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

COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices 新冠肺炎与儿童回归自然的愿望：面对环境和代际不公正的情绪

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981207

Clementina Rios, A. Neilson, I. Menezes

引用次数: 16

Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19 韧性、协作和机构:加拉帕戈斯群岛教师面对COVID-19的破坏

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981204

Diego Román, M. Castro, Cynthia Baeza, Richard Knab, Susan Huss-Lederman, Miriam Chacon

引用次数: 16

Relationality and resilience: Environmental education in a time of pandemic and climate crisis 关系和复原力:大流行病和气候危机时期的环境教育

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981205

E. Casas, M. M. Pormon, J. Manus, R. Lejano

{"title":"Relationality and resilience: Environmental education in a time of pandemic and climate crisis","authors":"E. Casas, M. M. Pormon, J. Manus, R. Lejano","doi":"10.1080/00958964.2021.1981205","DOIUrl":"https://doi.org/10.1080/00958964.2021.1981205","url":null,"abstract":"Abstract In this article, we take up the overlapping nature of crises, and reflect on the knowledge we have gained vis-a-vis learning in a time of pandemic. COVID-19 and climate change have both, in overlapping ways, changed our understanding of what constitutes just and empowering approaches to crisis risk communication. In both areas of concern, the public has had to appropriate and interpret technical knowledge, and apply the same to risk situations. At times, whether it concerns the efficacy of masks for preventing COVID-19, or evacuating ahead of an impending tropical cyclone, the public has had to become their own local experts. Our work is guided by the ethic of relationality, which eschews objectification of the public, instead aiming for their full inclusion as partners in risk reduction. The challenge is to re-orient the role of the public from a passive recipient of expert knowledge to an active agent capable of acquiring, translating, and acting upon risk information. One interesting strategy has been to craft empowerment workshops where community members gain competencies in acquiring risk knowledge and translating the same into narrative forms that they can, in turn, share with others. This was translated into a lesson plan for elementary students in Tacloban, Philippines, on the risks of storm surge. We also describe how the same lesson was repurposed for COVID-19 risk communication. The case studies speak to an emerging form of environmental education that is relevant to crises of the Anthropocene.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"314 - 324"},"PeriodicalIF":3.1,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48573510","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: 14

Justice-centered education amid the COVID-19 pandemic 新冠疫情背景下的正义教育

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981208

Michelle E. Forsythe, Yun-Wen Chan

引用次数: 11

An intersectional feminist food studies praxis: Activism and care in the COVID-19 context 交叉女权主义食品研究实践:COVID-19背景下的行动主义和关怀

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981209

Teresa Lloro

引用次数: 9

Global politics of the COVID-19 pandemic, and other current issues of environmental justice 2019冠状病毒病大流行的全球政治以及当前其他环境正义问题

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1983504

Cae Rodrigues, Gregory Lowan-Trudeau

引用次数: 22

Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues 流行病的生态教育素养：批判性阅读新冠肺炎政治与环境问题的教学

IF 3.1 4区教育学

Journal of Environmental Education Pub Date : 2021-09-03 DOI: 10.1080/00958964.2021.1981206

Greg William Misiaszek

{"title":"Ecopedagogical literacy of a pandemic: Teaching to critically read the politics of COVID-19 with environmental issues","authors":"Greg William Misiaszek","doi":"10.1080/00958964.2021.1981206","DOIUrl":"https://doi.org/10.1080/00958964.2021.1981206","url":null,"abstract":"Abstract Politics of public pedagogies that systemically obscured, ignored, and/or flat-out lied about COVID-19 realities that led to, and worsened, the global pandemic coincides with education that falsely justifies environmental violence, unsustainability, and dominance of Nature. I discuss how ecopedagogy, grounded in the popular education models of Paulo Freire, are essential to critically compare and contrast COVID-19 aspects with environmental issues to construct effective environmental pedagogies for critical literacy (i.e., ecopedagogical literacy) to disrupt and \"unlearn\" ideologies that sustain and intensify unsustainable acts of environmental violence. The following three disruptions are argued as essential for socio-environmental justice and planetary sustainability: disrupting Northern, dominate epistemologies that instills world-Earth distancing (i.e., “us” humans (anthroposphere) from the rest of Nature); disrupting “development” defined within neoliberal and neocolonial framings, including being solely grounded upon epistemologies of the North, and disrupting academic scholarship and structures that lead to the first two aspects needing disruptions as mentioned.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"358 - 369"},"PeriodicalIF":3.1,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958856","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: 10