Environmental education, age, race, and socioeconomic class: An exploration of differential impacts of field trips on adolescent youth in the United States

Stern, Marc J.; Powell, Robert B.; Frensley, B. Troy

doi:10.1080/13504622.2021.1990865

Cited by 29 publications

(14 citation statements)

References 68 publications

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“…En segunda instancia, Stern et al (2021), considera necesario la inmersión de la cultura en procesos de co-creación para validar los saberes y conocimientos de cada grupo social en los territorios y así forjar propuestas educativas coherentes con las demandas regionales, situando dentro de un eje transversal la formación de educadores en competencias culturales (Gay, 2018). En tercera instancia y partiendo del principio de modificación y cambio natural que sufren los ecosistemas y el mismo entorno, es necesario repensar los modelos de gestión y las estrategias de apropiación del conocimiento e investigación de nueva información para la toma de decisiones, escenario que involucra enfoques prácticos, como la ciencia ciudadana, y procesos colaborativos, como la acción participativa que puede impactar la calidad ambiental (Ardoin et al, 2013;Ardoin et al, 2020).…”

Section: áMbito De Educación Ambientalunclassified

Turismo de naturaleza y educación ambiental: perspectivas de las políticas públicas en Colombia

García-Capdevilla,

Velásquez-Valencia,

Hernández-Gil

2024

rev. investig. desarro. innov

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Esta investigación tiene por objetivo analizar los discursos plasmados en los documentos de política pública (PP) y relacionados, sobre turismo de naturaleza (TN) y educación ambiental (EA) para el contexto colombiano. La metodología partió de un análisis documental de tipología cualitativa y un enfoque hermenéutico en función de la comprensión de textos académicos y oficiales en dos ámbitos. Los resultados muestran la concepción del discurso sobre la EA vinculada con otras actividades diferentes al TN, razón por la que no existe una interrelación para formar a los pobladores y fomentar este tipo de prácticas en pro de sensibilizar y crear conciencia ambiental, con el objetivo de identificar las problemáticas y actuar bajo la premisa de proteger la biodiversidad. Se concluye la necesidad de generar actualizaciones normativas que permitan articular los principios de la sostenibilidad con las pericias mercantilistas del turismo, de acuerdo a las demandas de cada región geográfica.

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Section: áMbito De Educación Ambientalunclassified

Turismo de naturaleza y educación ambiental: perspectivas de las políticas públicas en Colombia

García-Capdevilla,

Velásquez-Valencia,

Hernández-Gil

2024

rev. investig. desarro. innov

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“…Although science museums offer potentially broad-reaching benefits, finances, geography, inadequate communication for diverse groups, cultural differences, and fear of discrimination are potential barriers for museum visitation, museum learning, and public engagement for minority groups (Stern et al 2022). As such, there are inequities in museum accessibility.…”

Section: Introductionmentioning

confidence: 99%

Improving STEM Museum Accessibility in Pennsylvania for Diverse Communities

Weiss

Villiere

2022

JSPG

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A baseline of scientific literacy among the general population is crucial for laypersons to be able to understand and evaluate data-driven recommendations for addressing public health and environmental crises. While updated formal education standards can help improve knowledge gaps for upcoming generations, they do not reach beyond K-12 students. Informal science, technology, engineering, and mathematics (STEM) public learning spaces, including museums, can potentially have broader impacts; however, the benefits are limited by accessibility. Notably, there is a lack of policy regarding sociocultural barriers that may exclude underrepresented communities from science museums. The Pennsylvania Historical and Museum Commission (PHMC) has demonstrated a willingness to support museum research and resource development throughout Pennsylvania (PA). However, resource availability alone does not guarantee the capability to meet the needs of disadvantaged groups in STEM learning spaces. Thus, there is a need for policy to establish standards to make science museums both more accessible and culturally aware to effectively serve their purposes of public learning and engagement. We recommend that the PHMC requires museums to form diversity and inclusion committees to collect and implement community input about museum content and establishes a requirement for exhibit information to be available in multiple languages to increase visitor diversity and improve public learning outcomes.

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“…These programs also support increased environmental knowledge (Hoover 2020), more developed environmental attitudes (Genc et al 2018; Hecht and Nelson 2021), and changed environmental behaviors (Hoover 2020). Importantly, place‐based environmental education can be especially impactful for students from under‐resourced schools (Stevenson et al 2014; Stern et al 2022), although with exceptions (Wyner and Doherty 2021). Furthermore, as James and Williams (2017) note, experiential learning can be more accessible and impactful for students with learning differences or difficulties, emphasizing the importance of place‐based outdoor learning in ecology and the environment for inclusive education.…”

mentioning

confidence: 99%

“So That We Can Save the Earth from Dying”: Highlights from a Middle School Environmental Field Day

Sena,

Abney,

Ruehl

et al. 2023

Contemporary Water Research

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Continued urbanization is likely to reduce human‐nature experience, transforming human‐dwelt spaces into increasingly artificial environments and removing humans from interaction with non‐human living things and their ecosystems. In urban spaces, outdoor experiential educational activities can help students increase their familiarity with the outdoors and get their hands dirty. This case study reports on an environmental field day for middle school students from an urban Kentucky middle school. Students rotated through three activities (picking insects out of leaf packs, testing water quality, and planting trees), then completed a brief survey designed and administered by their faculty. Students rated the tree planting activity more highly than the other two activities (p < 0.0001), suggesting that this activity was more accessible, interesting, and engaging to a broader range of students. However, student qualitative responses to the water quality and leaf pack activities demonstrated an ability to make connections between those activities and the broader world, such as the importance of their stream‐water quality for the Gulf of Mexico, or the implications of finding pollution‐tolerant insects for understanding stream health. Overall, we recommend planning field days with multiple activities that offer various entry points for students with a range of prior experience of nature. We also emphasize the potential for these sorts of activities to help students develop a sense of awe or wonder in nature—seeing and handling things they never considered before but now experience as profound and interesting. These observations are consistent with the literature demonstrating the need for human‐nature experience (especially in urban areas) to support developing a sense of affectivity for the environment and interest in taking environmentally beneficial actions, as well as the role of place‐based experiential education in helping students bridge that gap.

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Environmental education, age, race, and socioeconomic class: An exploration of differential impacts of field trips on adolescent youth in the United States

Cited by 29 publications

References 68 publications

Turismo de naturaleza y educación ambiental: perspectivas de las políticas públicas en Colombia

Turismo de naturaleza y educación ambiental: perspectivas de las políticas públicas en Colombia

Improving STEM Museum Accessibility in Pennsylvania for Diverse Communities

“So That We Can Save the Earth from Dying”: Highlights from a Middle School Environmental Field Day

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