Environmental education evaluation: Reinterpreting education as a strategy for meeting mission

Heimlich, Joe E.

doi:10.1016/j.evalprogplan.2009.07.009

Cited by 111 publications

(56 citation statements)

References 19 publications

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“…Overviews: (Heimlich, 2010;Hungerford and Volk, 1990; UNESCO UNEP, 1976) Examples: (Betiang, 2010;Kuhar et al, 2010;McDuff and Jacobson, 2000;Thomas et al, 2014) Environmental and Conservation Law…”

Section: The Social Sciencesmentioning

confidence: 99%

Conservation social science: Understanding and integrating human dimensions to improve conservation

Bennett¹,

Roth²,

Klain³

et al. 2018

Preprint

143

215

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It has long been claimed that a better understanding of human or social dimensions of environmental issues will improve conservation. The social sciences are one important means through which researchers and practitioners can attain that better understanding. Yet, a lack of awareness of the scope and uncertainty about the purpose of the conservation social sciences impedes the conservation community's effective engagement with the human dimensions. This paper examines the scope and purpose of eighteen subfields of classic, interdisciplinary and applied conservation social sciences and articulates ten distinct contributions that the social sciences can make to understanding and improving conservation. In brief, the conservation social sciences can be valuable to conservation for descriptive, diagnostic, disruptive, reflexive, generative, innovative, or instrumental reasons. This review and supporting materials provides a succinct yet comprehensive reference for conservation scientists and practitioners. We contend that the social sciences can help facilitate conservation policies, actions and outcomes that are more legitimate, salient, robust and effective.

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Section: The Social Sciencesmentioning

confidence: 99%

Conservation social science: Understanding and integrating human dimensions to improve conservation

Bennett¹,

Roth²,

Klain³

et al. 2018

Preprint

143

215

View full text Add to dashboard Cite

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“…Environmental education has a half-century of history in the United States, yet it is still emerging as a professional field (Crohn & Birnbaum, 2010); more recently, it has assumed the characteristics of an emerging profession (Heimlich, 2010). Although environmental change is serious, urgent, and increasing, Disinger (1997) claims that environmental education is often non-formal, which implies that much of the education is performed beyond the confines of schools.…”

Section: Introductionmentioning

confidence: 99%

Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Cheng

Lou

Kuo

et al. 2013

AJET

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<p class="Abstract">In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based learning (DGBL) to environmental education. A total of 32 fourth graders in an elementary school participated in a seven-week DGBL teaching experiment. After the experimental teaching session, a survey concerning "perceived ease of use", "perceived usefulness", and "user intentions" was conducted. The results show that the DGBL system is suitable for both genders at all levels of experience. In addition, the 4th grade students' "perceived ease of use", "perceived usefulness", "attitudes toward use", and "intention to use" reveal a high degree of positive and significant correlations. Furthermore, a path analysis verifies that DGBL acceptance will be directly influenced by a learner's "attitude toward use" and "perceived usefulness." Finally, when designing DGBL for 4th graders, the rich learning content and ease of use should be taken into account because they significantly contribute to a learner's intention to use the system, which may result in greater learning effectiveness.</p>

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“…Likewise, the factors that explained 70.84 % of the variance were student interaction with tutors and tutor interaction with students (Sáiz & Román, 2011;Wentzel, 2005) and the need to improve orientation functions in the tutor (Payo & Sáiz, 2012a). All of this is directly related with the organization and planning of tutorials (Payo et al, 2013;Heimlich, 2010;Wasserman, 2010;Zabalza, 2003). The tutorial program at the university directed at student orientation beyond academic tutoring requires exhaustive planning and precise follow up (Payo & Sáiz, 2012b).…”

Section: Discussionmentioning

confidence: 99%

“…The evaluations of these experiences have pointed out that this type of tutoring also facilitates the development of student learning motivation (Wentzel, 2005), the development of social interactions, which in turn stimulate the development of cognitive skills (Sáiz & Román, 2011), and the acquisition of effective and profound learning (Veenman, 2011a(Veenman, , 2011b. Tutoring, therefore, helps students to deepen their knowledge of both academic aspects and the structural functioning of the university, providing them with a personal and academic guide (Goertzen, Scherr & Elby, 2009;Heimlich, 2010;Wentzel & Watkins, 2011).…”

Section: Tutorial Orientation At the Universitymentioning

confidence: 99%

Validation of an Evaluation Tutoring Task Scale at the University

Manzanares

Bol

Payo-Hernanz

2017

EJREP

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Environmental education evaluation: Reinterpreting education as a strategy for meeting mission

Cited by 111 publications

References 19 publications

Conservation social science: Understanding and integrating human dimensions to improve conservation

Conservation social science: Understanding and integrating human dimensions to improve conservation

Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Validation of an Evaluation Tutoring Task Scale at the University

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