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Relationship between professional networks and practice change in environmental education 环境教育专业网络与实践变革的关系
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2021-03-31 DOI: 10.1080/00958964.2021.1899107
Yue Li, M. Krasny
{"title":"Relationship between professional networks and practice change in environmental education","authors":"Yue Li, M. Krasny","doi":"10.1080/00958964.2021.1899107","DOIUrl":"https://doi.org/10.1080/00958964.2021.1899107","url":null,"abstract":"Abstract Environmental educators exchange ideas in social networks, which may in turn impact their practices. This study uses social network analysis, surveys, correlation analysis and interviews to examine the relationship between network and practice change in three professional development programs. In the first program that used face-to-face activities, educators’ in-degree and betweenness centrality and in-degree tie strength were positively associated with practice change. In the second, online only program, only in-degree centrality was positively associated with practice change. However, in the third program with both face-to-face and online activities and the highest network density, no significant associations between network characteristics and practice change were measured. The results help us understand the role of developing professional networks in educators’ practice change through professional development programs.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"174 - 189"},"PeriodicalIF":3.1,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2021.1899107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48794933","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
A comparative analysis of environment and sustainability in policy across subnational education systems 地方各级教育系统政策中的环境和可持续性比较分析
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2021-02-10 DOI: 10.1080/00958964.2021.1887685
K. Aikens, M. McKenzie
{"title":"A comparative analysis of environment and sustainability in policy across subnational education systems","authors":"K. Aikens, M. McKenzie","doi":"10.1080/00958964.2021.1887685","DOIUrl":"https://doi.org/10.1080/00958964.2021.1887685","url":null,"abstract":"Abstract The aim of this study was to better understand how Environmental and Sustainability Education (ESE) policy has been developed and mobilized across subnational contexts in a federated system. We undertook a comparative analysis of sustainability-specific policy and curricula documents from all Canadian provinces and territories. We identified three thematic clusters in the data; two aligned with major global ESE policy initiatives, and a third cluster centered on localized Indigenous education in a northern territory. Conclusions and implications include that the absence of globalized ESE uptake in the northern territory demonstrates localized, relevant, and appropriate policy development, which could inform future global sustainability education initiatives. In addition, with only 6 of 13 provinces and territories having specialized education policy or curricular documents focused on climate and sustainability, there is an urgent need for increased focus in these areas in responding to calls from students and communities for climate action.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"69 - 82"},"PeriodicalIF":3.1,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2021.1887685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427697","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: 9
Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education 安全空间还是不舒服的教育?高中教师元情感哲学与气候变化教育
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2021-01-02 DOI: 10.1080/00958964.2020.1845589
M. Ojala
{"title":"Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education","authors":"M. Ojala","doi":"10.1080/00958964.2020.1845589","DOIUrl":"https://doi.org/10.1080/00958964.2020.1845589","url":null,"abstract":"Abstract The aim of this study is to explore senior high-school teachers’ beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers’ beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1845589.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"40 - 52"},"PeriodicalIF":3.1,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1845589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41784704","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: 22
Cosmopolitical encounters in environmental education: Becoming-ecological in the intertidal zones of Bundjalung National Park 环境教育中的世界政治遭遇:本贾隆国家公园潮间带的生态化
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-12-16 DOI: 10.1080/00958964.2020.1863313
David Rousell
{"title":"Cosmopolitical encounters in environmental education: Becoming-ecological in the intertidal zones of Bundjalung National Park","authors":"David Rousell","doi":"10.1080/00958964.2020.1863313","DOIUrl":"https://doi.org/10.1080/00958964.2020.1863313","url":null,"abstract":"Abstract This paper develops a cosmopolitical approach to multi-species inquiry in environmental education and its associated research. Drawing on Isabelle Stengers’ concepts of “etho-ecology” and an “ecology of practices”, the paper explores ethical and political questions of what it means to think-with nonhuman animals as sentient creatures who participate (often unwillingly) in environmental science studies. The author argues that ecology as a scientific practice cannot be disentangled from a process of becoming-ecological in the field, including the affective concerns and ethico-esthetic values produced through encounters amongst people, nonhuman animals, technologies, and their associated milieus. This conceptual work is extended through etho-ecological accounts of a three-day field excursion with environmental science students and their lecturers in the intertidal zones of Bundjalung National Park in NSW, Australia.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"133 - 148"},"PeriodicalIF":3.1,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1863313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548422","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
Indigenous environmental media coverage in Canada and the United States: A comparative critical discourse analysis 加拿大与美国原住民环境媒体报导:比较批评话语分析
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-12-10 DOI: 10.1080/00958964.2020.1852525
Gregory Lowan-Trudeau
{"title":"Indigenous environmental media coverage in Canada and the United States: A comparative critical discourse analysis","authors":"Gregory Lowan-Trudeau","doi":"10.1080/00958964.2020.1852525","DOIUrl":"https://doi.org/10.1080/00958964.2020.1852525","url":null,"abstract":"Abstract This article presents a comparative exploration of news media portrayals of Indigenous environmental issues in Canada and the United States guided by a qualitative multimodal critical discourse analysis methodology. Theoretical framing was provided by Elliot Eisner’s three curricula, Antonio López’s visual literacy framework, and the broader fields of critical media literacy, environmental communication, and Indigenous media practice. This inquiry responded to recent media coverage of manifestations of resistance to environmental degradation and colonial (re-)encroachment in Indigenous territories on both sides of our shared borders such as the Keystone XL and Coastal GasLink pipelines, among others. Media portrayals of environmentally conscious Indigenous initiatives and collaborations such as the proliferation of renewable energy developments across Turtle Island/North America and the transborder Buffalo Treaty were also explored.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"83 - 97"},"PeriodicalIF":3.1,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1852525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927238","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: 7
Development and implementation of evaluation resources for a green outdoor educational program 绿色户外教育项目评估资源的开发与实施
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-12-08 DOI: 10.1080/00958964.2020.1845588
G. Garip, M. Richardson, A. Tinkler, S. Glover, Alice Rees
{"title":"Development and implementation of evaluation resources for a green outdoor educational program","authors":"G. Garip, M. Richardson, A. Tinkler, S. Glover, Alice Rees","doi":"10.1080/00958964.2020.1845588","DOIUrl":"https://doi.org/10.1080/00958964.2020.1845588","url":null,"abstract":"Abstract The Green Spaces, Learning Places (GSLP) environmental education initiative runs schools-based and community-based sessions to create opportunities for children and young people to engage with green outdoor environments in London, England (including parks, heaths, and forests). Bespoke evaluation resources were developed by researchers in collaboration with the GSLP delivery teams. The evaluation was based on before and after survey responses from 504 school-aged children (5–10 years) and 54 young people (13–19 years), observation of 62 children, and interviews with 18 children and 8 young people. The mixed methods findings suggest the programs had a positive influence on increasing participants’ understanding, confidence, nature connection, wellbeing, and involvement in green outdoor environments.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"25 - 39"},"PeriodicalIF":3.1,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1845588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45055411","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
Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change 面向变化的学习:海洋社会生态系统变化的综合教学模块和情境学习
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-12-07 DOI: 10.1080/00958964.2020.1852524
Greg L. Duggan, A. Jarre, Grant Murray
{"title":"Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change","authors":"Greg L. Duggan, A. Jarre, Grant Murray","doi":"10.1080/00958964.2020.1852524","DOIUrl":"https://doi.org/10.1080/00958964.2020.1852524","url":null,"abstract":"Abstract Access to science-based environmental education is critical to improve rural coastal communities’ adaptive capacity and resilience. Based on research in two rural, underprivileged schools in South Africa’s southern Cape coastal region, we describe the process and lessons learnt in developing and deploying a series of integrated teaching modules for middle school (Gr 7-9) learners. The modules’ structure was informed by integrated curriculum design, and lessons were developed to augment the existing syllabus. Social and situated learning paradigms also informed the modules’ development, with lessons and practical exercises drawn from the surrounding environment and community, as well as incorporating data from ongoing regional marine science research. In a context of rural isolation, limited resources and a mistrust of outsiders amongst adult community members, the findings suggest that the modules may serve as building blocks of intentional learning to bolster adaptive capacity amongst both learners and the broader local community.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"118 - 132"},"PeriodicalIF":3.1,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1852524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42110950","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: 3
Connecting urban agriculture with design thinking: a case study from Zimbabwe 将都市农业与设计思维联系起来:来自津巴布韦的案例研究
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-12-07 DOI: 10.1080/00958964.2020.1855094
E. Sigauke
{"title":"Connecting urban agriculture with design thinking: a case study from Zimbabwe","authors":"E. Sigauke","doi":"10.1080/00958964.2020.1855094","DOIUrl":"https://doi.org/10.1080/00958964.2020.1855094","url":null,"abstract":"ABSTRACT Focusing on an instrumental case study of urban agriculture on a wetland in Zimbabwe, this study explores how focus group discussion can be augmented with design thinking method to enhance public engagement. Design thinking, by virtue of being oriented toward solving complex problems was implemented prior to focus group discussion as a means of generating potential solutions aimed at connecting farmers to the wetland. It emerged from the study that if properly planned and executed, design thinking can be instrumental in enhancing the effectiveness of focus group discussions. On account of being human centric and solution oriented, design thinking can be applied not as a substitute, but a complement to focus group discussions to ensure that the deliberations are specific and not generic. However, there is need for careful planning on where, when, why and how design thinking can be effectively used in augmenting focus group discussions to guard against the use of the method as a mere formality.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"53 - 68"},"PeriodicalIF":3.1,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1855094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736464","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: 3
Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning 理解和应对学生在进行碳循环库和通量推理时面临的挑战
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-11-09 DOI: 10.1080/00958964.2020.1847882
Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson
{"title":"Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning","authors":"Beth A. Covitt, Joyce Parker, Craig Kohn, May Lee, Qinyun Lin, C. W. Anderson","doi":"10.1080/00958964.2020.1847882","DOIUrl":"https://doi.org/10.1080/00958964.2020.1847882","url":null,"abstract":"Abstract Carbon cycle pool-and-flux reasoning is a critical facet of climate literacy. This article begins with discussion of why this type of reasoning is both challenging and important. Results from two studies are reported. The first describes students’ approaches to carbon cycle pool-and-flux reasoning. The second describes and reports results from an instructional intervention designed to scaffold secondary students’ model-based pool-and-flux reasoning. Before instruction, most secondary students employed informal reasoning approaches including good versus bad and correlation heuristics to carbon cycle pool-and-flux problems. After instruction, the portion of students employing goal model-based pool-and-flux reasoning increased from 27 to 52 percent. This study builds on previous and current research to offer a promising instructional approach to scaffolding improvements in students’ model-based pool-and-flux reasoning. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1847882.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"52 1","pages":"98 - 117"},"PeriodicalIF":3.1,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1847882","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41640603","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
JEE honors activists who gave their life to protect nature JEE表彰那些为保护自然献出生命的活动家
IF 3.1 4区 教育学
Journal of Environmental Education Pub Date : 2020-10-09 DOI: 10.1080/00958964.2020.1833608
Alberto Arenas, Beth A. Covitt, S. Birdsall, H. Whitehouse
{"title":"JEE honors activists who gave their life to protect nature","authors":"Alberto Arenas, Beth A. Covitt, S. Birdsall, H. Whitehouse","doi":"10.1080/00958964.2020.1833608","DOIUrl":"https://doi.org/10.1080/00958964.2020.1833608","url":null,"abstract":"Berta Caceres Flores, a Lenca Indigenous leader from Honduras who led the movement against hydroelectric dams in the River Gualcarque, was assassinated in her home in 2016. Berta, who was awarded t...","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"51 1","pages":"1 - 2"},"PeriodicalIF":3.1,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00958964.2020.1833608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42574586","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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