Assessing Teachers’ Environmental Citizenship Based on an Adventure Learning Workshop: A Case Study from a Social-ecological Systems Perspective

Olsen, Sarah K.; Miller, Brant G.; Eitel, Karla Bradley; Cohn, Teresa Cavazos

doi:10.1080/1046560x.2020.1771039

Cited by 14 publications

(23 citation statements)

References 58 publications

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“…Despite these promising research steps, EEC can take place only if teachers are deeply aware of what environmental citizenship entails and are able to put forward successfully these pedagogical approaches. Put simply, classroom teachers are in a unique position to develop student skills and knowledge of environmental citizenship and sustainable environmental behavior through their teaching [39]. In order for this to happen, though, it is essential to ensure that current and prospective teachers' conceptions of environmental citizenship are accurate and well-informed [18].…”

Section: Education For Environmental Citizenshipmentioning

confidence: 99%

“…The majority of the reviewed papers have emphasized that teachers' understanding of environmental citizenship is relatively limited [6,18,39,[51][52][53][54][55][56][57]. Focusing on both pre-and in-service teachers' perceptions, it seems that environmental citizenship is not well defined, but it remains a largely unexplored concept.…”

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

“…4.1.2. Teachers' Perceptions of Environmental Citizenship Are Narrowed Down to the Local Scale, Individual Dimension and Private Sphere A significant number of studies have also indicated that teachers' perceptions of environmental citizenship were restricted to a much more narrowed perspective than expected [6,18,39,51]. According to Olsen et al [39], teachers were more aware of local rather than broader socioecological system issues and felt more confident in developing learning experiences based on those issues.…”

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

“…Teachers' Perceptions of Environmental Citizenship Are Narrowed Down to the Local Scale, Individual Dimension and Private Sphere A significant number of studies have also indicated that teachers' perceptions of environmental citizenship were restricted to a much more narrowed perspective than expected [6,18,39,51]. According to Olsen et al [39], teachers were more aware of local rather than broader socioecological system issues and felt more confident in developing learning experiences based on those issues. In a different study, Green et al [6], who investigated qualitatively pre-service teachers' perceptions of environmental citizenship, have found that the teachers had a limited understanding of their political systems and public policy structures, which would allow them to approach environmental concerns in the collective sphere to achieve a "collective impact".…”

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

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Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature

2021

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As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi-dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives. These findings bear significant implications for researchers, policymakers, as well as for teacher educators in the field of Environmental Education.

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Section: Education For Environmental Citizenshipmentioning

confidence: 99%

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

Section: Teachers' Perceptions Manifest a Relatively Decreased Undersmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature

2021

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“…Taking into account the intense environmental degradation that ecosystems are currently subjected to, more sustainable environmental behavior and management are necessary to sustain human well-being [50]. With this objective, EEC promotes pro-environmental behavior by means of active participation of citizens in moving toward sustainability [51,52], and therefore an adequate knowledge that favors the acquisition of the necessary skills and attitudes is required [31].…”

Section: Discussionmentioning

confidence: 99%

Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

et al. 2020

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The serious and growing impacts of invasive alien species (IAS) on the planet make it necessary to include this issue with greater determination in educational programs, with the aim of generating citizens capable of dealing with this environmental problem in a sustainable way. Likewise, the management of IAS represents a clear socio-scientific issue (SSI), which gives greater interest to its inclusion in school. At this point, future teachers play a key role, so that their knowledge, perceptions and attitudes on the subject must be evaluated. In order to deal with this objective, a questionnaire was filled out by 400 students of the degrees in early childhood education and primary education of the Universities of La Rioja (UR) and the Basque Country (UPV/EHU), Spain. Our results show that pre-service teachers do not perceive impacts of different types generated by IAS, and they show a clear lack of knowledge about transmission vectors. Likewise, they do not support various control measures, especially slaughter of invasive vertebrates, related to affective dimensions. These results highlight the need to work toward an appropriate integration of this issue at different educational levels, training students and educators, fostering favorable attitudes toward a sustainable management of IAS.

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Beyond Field Environmental Philosophy: Integrating Science Education and Technology

Miller

Hougham

2023

Ecology and Ethics

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Assessing Teachers’ Environmental Citizenship Based on an Adventure Learning Workshop: A Case Study from a Social-ecological Systems Perspective

Cited by 14 publications

References 58 publications

Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature

Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature

Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

Beyond Field Environmental Philosophy: Integrating Science Education and Technology

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