Environmental Education in Wisconsin: A Teacher Survey

Lane, Jennie F.; Wilke, Richard; Champeau, Randy; Sivek, Dan

doi:10.1080/00958964.1994.9941959

Cited by 48 publications

(51 citation statements)

References 13 publications

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“…They found, as did Simmons, that a majority of teachers who participated in the survey placed the VJNE activities into science-related subject areas (North American Association for Environmental Education [NAAEE], 1994). Other recent environmental education assessments have confirmed the struggles experienced by those taking an interdisciplinary approach (Lane et al, 1994;Smith-Sebasto & Smith, 1997).…”

Section: Infusion: a Delusion Of Substantial Proportionmentioning

confidence: 82%

“…Eighty-two percent responded that they were unaware of their school district's having an environmental curriculum (World Wildlife Fund, 1994). In another survey conducted in Wisconsin, 75% of the responding teachers reported that they spent less than 1/2 hour per subject per week teaching about the environment (Lane, Wilke, Champeau, & Sivek, 1994). Those statistics are alarming and indicate that current efforts at implementing environmental education may be failing.…”

Section: Where Have We Been?mentioning

confidence: 99%

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The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?

Knapp

2000

The Journal of Environmental Education

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Section: Infusion: a Delusion Of Substantial Proportionmentioning

confidence: 82%

Section: Where Have We Been?mentioning

confidence: 99%

The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?

Knapp

2000

The Journal of Environmental Education

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“…However, constraints that arise in applying environmental education became the reason why most teachers do not apply environmental education in their teaching and learning in schools. Previous research has reported that the major constraints were lack of time (Kim & Fortner, 2006;Lane et al, 1994;McKeown-Ice, 2000;Shaari, 2009;Pace, 2003;Samuel, 1993;Simmons, 1995), and limited course handbooks and training on environmental education (Kim & Fortner, 2006;Samuel, 1993;Simmons, 1995). Lack of manuals and courses related to environmental education among teachers has resulted in teachers having low knowledge about environmental education and this has resulted in teachers being incapable of integrating environmental education in their teaching (Samuel, 1993;Lane et al, 1994;Kin, 2004).…”

Section: Introductionmentioning

confidence: 99%

Challenges of Environmental Education: Inculcating Behavioural Changes among Indigenous Students

Rahman¹,

Halim²,

Ahmad³

et al. 2018

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The purpose of this study was to identify the challenges encountered by teachers in teaching and learning of environmental education and the proposed solutions for cultivating positive behavioural changes among indigenous students. The study was conducted among teachers from 12 primary and secondary indigenous schools in the state of Pahang, Malaysia. This qualitative study used semi-structured interviews to collect data from the teachers. Based on the findings, two challenges in implementing environmental education in indigenous schools were identified: 1) challenges arising from the teachers and 2) challenges from the indigenous students themselves. Teachers were challenged by time constraints, heavy workload, poor teaching aids, unavailability of manual/handbook, and the lack of support from the school administrators. In contrast, the challenges from the indigenous students come from their lack of environmental awareness, hygiene problem, low self-confidence and problem in learning. The identified challenges can be addressed by teacher's competency in integrating environmental education and creative teaching approaches based on the ability of the indigenous students as well as support from the relevant stakeholders.

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“…Sugere-se que este tipo de programa seja introduzido através de professores de Ciências Naturais, integrando-o ao currículo escolar. Caberia então aos psicólogos motivarem os professores de Ciências e treiná-los em workshops sobre a técnica a ser utilizada, como já aludido por Lane et al (1994) e Colvin (1993, autores mencionados na introdução deste artigo. Pelo visto, é imprescindível que qualquer programa de promoção de atitudes garanta inicialmente a motivação dos alunos porque, do contrário, não haverá participação e, portanto, ganhos.…”

Section: Discussionunclassified

Promoção de atitudes ambientais favoráveis através de debates de dilemas ecológicos

Biaggio

Vargas

Monteiro

et al. 1999

Estud. psicol. (Natal)

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ResumoEste estudo se propôs a promover atitudes ambientais favoráveis em adolescentes através de debates de dilemas com conteúdo ecológico. Os dilemas foram elaborados com base na teoria de julgamento moral de Kohlberg e na técnica de discussão de dilemas morais em grupo, criada por Blatt e Kohlberg. Dezesseis estudantes do primeiro ano do segundo grau de uma escola pública de Porto Alegre participaram do estudo, tendo sido aplicado nesses estudantes, como pré-teste e pós-teste, um questionário de dez itens sobre atitudes em relação à ecologia. As respostas dos participantes foram avaliadas numa escala de zero a dois pontos, indicando o grau de maturidade de atitudes em relação ao ambiente. O grau de participação nas discussões de dilemas também foi analisado. A análise dos dados indica que a técnica foi eficaz somente para os alunos considerados participativos nas discussões.

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Environmental Education in Wisconsin: A Teacher Survey

Cited by 48 publications

References 13 publications

The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?

The Thessaloniki Declaration: A Wake-Up Call for Environmental Education?

Challenges of Environmental Education: Inculcating Behavioural Changes among Indigenous Students

Promoção de atitudes ambientais favoráveis através de debates de dilemas ecológicos

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