{"title":"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","authors":"Kishore Mongar, Frances Quinn, Sue Elliott","doi":"10.1080/00958964.2022.2157368","DOIUrl":null,"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":1.7000,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":null,\"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\":1.7000,\"publicationDate\":\"2023-01-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Environmental Education\",\"FirstCategoryId\":\"93\",\"ListUrlMain\":\"https://doi.org/10.1080/00958964.2022.2157368\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"93","ListUrlMain":"https://doi.org/10.1080/00958964.2022.2157368","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Action-oriented approaches to teaching environmental science in Bhutanese secondary schools: Stakeholder perceptions
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.
期刊介绍:
Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.