Empirical–analytical methodological research in environmental education: response to a negative trend in methodological and ideological discussions

Connell, Sharon

doi:10.1080/13504620600943137

Cited by 5 publications

(9 citation statements)

References 23 publications

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“…Data were collected over a period of one year, through observations, extensive document analysis and interviews with course coordinators, tutors and case study participants. My methodological framework evolved through various stages in the research process and I now explore aspects of this in order to respond to different aspects of Connell's (1997) and Hart's (2000) work.…”

Section: Instances In My Evolving Methodological Frameworkmentioning

confidence: 99%

“…I do this through a narrative account of methodological issues that occurred within, and emerging out of, my doctoral studies. Drawing on various instances in the evolving methodological framework of the study, I firstly offer a response to Connell's (1997) reading of antagonism in Robottom and Hart's (1995) work, attempting to illustrate the value (rather than negativity) in opening our work up to critical review, in order to help ourselves and other researchers explore in reflexive and ongoing ways the 'pinches, binds and gaps' (Solsken, 1993, p. 316) in our work. This is important if we are to avoid being complacent about the methodological underpinnings of our work in environmental education, and be open towards reflexively exploring ways of developing and strengthening our research.…”

Section: Introductionmentioning

confidence: 99%

“…In setting the scene for my discussion of Connell's (1997) and Hart's (2000) work, I briefly examine the idea of reflexivity, and describe the context within which my research was undertaken.…”

Section: Introductionmentioning

confidence: 99%

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Methodological reflexivity: towards evolving methodological frameworks through critical and reflexive deliberations

Raven

2006

Environmental Education Research

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Section: Instances In My Evolving Methodological Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Methodological reflexivity: towards evolving methodological frameworks through critical and reflexive deliberations

Raven

2006

Environmental Education Research

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“…This complementary research activity promotes a multi-paradigm research, in which each methodological approach can contribute in meeting valid research goals of environmental education (Connell, 1997). Nonetheless, the quantitative study only is considered within the parameters of this paper.…”

Section: A Quantitative Analysis Of the Effectiveness Ofmentioning

confidence: 99%

A Quantitative Analysis of the Effectiveness of a Field Visit on the Environmental Knowledge, Attitudes, and Behavior of Youth

Mifsud¹

2018

UCER-B

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Young people are becoming more detached from nature through a number of causes, including their increased use of digital media. This detachment from nature results in a lowering in the sense of ownership of the land and its resources, and subsequently, results in less motivation to conserve it. In order to reverse such behaviours and attitudes, a new programme termed "Lifelong Learning through Nature (LLN)" was devised. This study is an analysis of the LLN programme and its potential of making links among outdoor learning, fieldwork, and education for sustainable development. These results shed light on the effectiveness of the programme in influencing knowledge and attitudes, and in turn, lead to formulate a way forward in the programme's evolution. Outdoor education is an essential element of education for sustainable development (ESD), which is key to address the current situation for a sustainable future. The data is collected through an extended questionnaire from a number of different schools in the Maltese islands, which is analysed through Statistic Package for Social Science (SPSS). The results reveal a great sense of detachment in the young students, and eventually, a greater sense of pointlessness in the older students. This study reveals that the field visit does have an influential role in the knowledge and attitudes of school children towards nature. This study continues to uphold the vision that outdoor education should be considered as a main activity, which involves and results in ESD. In response to these findings, a model illustrating the emerging links between the field visit programme and various factors is presented. This paper directly illustrates how university research in teamwork with non-governmental organisations can impact the local community. Also, the study will be useful to anyone who is interested in carrying out effective programs and research in the links between ESD and outdoor education.

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“…We have ourselves tried in this paper to take a metaperspective on the politics of education and sustainable development, examining the most influential perspectives and arguing that engaging with all of them is likely to be more productive, given the presence of extensive uncertainties, than seeking to choose between them. Whilst we cannot hope to detach ourselves from our subject matter entirely, in the best spirit of post-positivism (Connell, 1997), we can try.…”

Section: Multiple Rationalitiesmentioning

confidence: 99%

Education and sustainable development: a political analysis

Gough

Scott

2006

Educational Review

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This paper examines the inter-relationships between 'education' and 'sustainable development' as these are played out in the political arena. Each of these two important areas of policy is prioritized by the UK government: education for over a 150 years, but emphatically so since 1997; sustainable development since at least 1992 when the Rio Earth Summit brought the issue to political (if not) public attention, and when this (and other) governments entered into treaty obligations to advance sustainable development through the policy process-obligations which were reinforced during the Rio + 10 Summit in Johannesburg in 2002. We have written, with others, about the rise of interest in education's role in sustainable development in the period since Rio (Reid et al., Geography, 87(3), pp. 247-255) and this paper does not go over this ground. Instead, we examine a range of contrasting perspectives that have been taken on these issues, ask what they reveal and what they do not, and further ask what we can and cannot say about politics, education and sustainable development. Finally, we argue that if sustainable development is to be promoted through education this requires that we learn to re-think our thinking about politics.

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Empirical–analytical methodological research in environmental education: response to a negative trend in methodological and ideological discussions

Cited by 5 publications

References 23 publications

Methodological reflexivity: towards evolving methodological frameworks through critical and reflexive deliberations

Methodological reflexivity: towards evolving methodological frameworks through critical and reflexive deliberations

A Quantitative Analysis of the Effectiveness of a Field Visit on the Environmental Knowledge, Attitudes, and Behavior of Youth

Education and sustainable development: a political analysis

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