Going to action? A literature review on educational proposals in formal Environmental Education

Varela-Losada, Mercedes; Vega-Marcote, Pedro; Rodríguez, Uxío Pérez; Álvarez-Lires, María

doi:10.1080/13504622.2015.1101751

Cited by 95 publications

(75 citation statements)

References 103 publications

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“…There are good reasons to believe that the garden micro-system as a sustainable action (albeit with variable margins of improvement according to the specific situation). It is a way of working on the approach children have toward sustainability [9]. Thus, it is hoped that these kinds of learning laboratories will continue to spread.…”

Section: Discussionmentioning

confidence: 99%

“…However it is clear that there are several constraints to exactly measuring some features of school gardens: the cost of the harvest and analysis of the data might be high and, furthermore, quite often these data are unavailable. The choice of using a large number of qualitative indicators, on one hand, penalizes the possibility of a precise analysis of a single indicator but, on the other hand, allows for a wider perspective of the capacity of an environmentally-, economically-, and most of all socially-sustainable system inside a school curriculum [9]. The method has shown a substantial flexibility and, thus, can also be applied to different models of school gardens (managed by teachers, by local agricultural officers, by local NGOs).…”

Section: Discussionmentioning

confidence: 99%

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An Interpretive Framework for Assessing and Monitoring the Sustainability of School Gardens

et al. 2016

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School gardens are, increasingly, an integral part of projects aiming to promote nutritional education and environmental sustainability in many countries throughout the world. In the late 1950s, FAO (Food and Agriculture Organization) and UNICEF (United Nations Children's Fund) had already developed projects to improve the dietary intake and behavior through school and community gardens. However, notwithstanding decades of experience, real proof of how these programs contribute to improving sustainability has not been well-documented, and reported findings have mostly been anecdotal. Therefore, it is important to begin a process of collecting and monitoring data to quantify the results and possibly improve their efficiency. This study's primary goal is to propose an interpretive structure-the "Sustainable Agri-Food Evaluation Methodology-Garden" (SAEMETH-G), that is able to quantifiably guide the sustainability evaluation of various school garden organizational forms. As a case study, the methodology was applied to 15 school gardens located in three regions of Kenya, Africa. This application of SAEMETH-G as an assessment tool based on user-friendly indicators demonstrates that it is possible to carry out sustainability evaluations of school gardens through a participatory and interdisciplinary approach. Thus, the hypothesis that the original SAEMETH operative framework could be tested in gardens has also been confirmed. SAEMETH-G is a promising tool that has the potential to help us understand school gardens' sustainability better and to use that knowledge in their further development all over the world.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

An Interpretive Framework for Assessing and Monitoring the Sustainability of School Gardens

et al. 2016

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“…Strong predictors for conservational performance seem to be environmental attitudes [25] and connectedness to nature [26]. The effectiveness of educational methods and approaches in the environmental context is well documented (for an overview see [27]). In this regard, environmental knowledge [28,29] can be acquired through educational settings that focus on intervening with positive environmental attitudes [30,31].…”

Section: Environmental Attitudesmentioning

confidence: 99%

Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values

Schönfelder

Bogner

2020

Sustainability

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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.

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“…Pero la realidad de los centros educativos de Educación Infantil es diversa y heterogénea, y necesario conocer cuál es la situación actual en la que se encuentra el profesorado en activo de la etapa, respecto a la presencia y al uso de las infraestructuras escolares que pudieran ser adecuadas para estos procesos de enseñanza-aprendizaje de la biodiversidad, lo que nos devuelve al punto de que resultan relativamente escasas las experiencias de educación ambiental publicadas en Educación Infantil (y especialmente la relativas a la biodiversidad, véase Cantó Doménech, de Pro Bueno & Solbes, 2016;Varela-Losada et al, 2016). Y eso, pese a la profusión de modos en las que las maestras de esta etapa exponen de forma heterogénea sus actividades en formatos no académicos (blogs de colegios o personales, redes sociales...).…”

Section: Investigación De Fondounclassified

Conceptos e infraestructuras didácticas en los procesos de enseñanza-aprendizaje de la biodiversidad en Educación Infantil: análisis de la situación en Asturias

Segura¹,

Burrial

2019

UTE Teaching & Technology

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ResumenCon el fin de conocer qué, cómo y con qué se realizan los procesos de enseñanza-aprendizaje de la biodiversidad en ambos ciclos de Educación Infantil, se ha enviado un cuestionario a los centros educativos de Asturias, siendo respondido por docentes en activo de 58 centros. El concepto de biodiversidad es generalmente manejado con un significado similar entre docentes en activo de Educación Infantil, y correspondiente con el concepto científico. En la consideración de especies amenazadas se observa en cambio una acepción mucho más restringida que la científica y legal. Los docentes manifestaron muy mayoritariamente que consideraban muy importante el estudio de la biodiversidad en esta etapa y que realizaban actividades con ese fin. Las dotaciones/infraestructuras didácticas más utilizadas en Educación Infantil para el aprendizaje de la biodiversidad han sido la pizarra digital interactiva, huerto escolar (si bien ampliamente infrautilizada) y patio con vegetación, siendo muy poco empleadas las salidas didácticas y el laboratorio escolar.Palabras Clave: Didáctica del Medio Natural, Biodiversidad, Educación Ambiental, Educación Infantil. AbstractIn order to know what, how and with what the teaching-learning processes of biodiversity are carried out in both cycles of Early Childhood Education, a questionnaire has been sent to the educational centers of Asturias, being answered by teachers from 58 centers. The concept of biodiversity is generally managed with a similar meaning among teachers, and corresponding to the scientific concept. In the consideration of endangered species, a much more restricted meaning than the scientific and legal one is observed instead. Teachers considered the study of biodiversity at this stage to be very important, and carried out activities for that purpose. The didactic facilities / infrastructures most used in Early Childhood Education for biodiversity learning have been the interactive whiteboard, school garden (although widely underutilized) and schoolyard with vegetation; didactic outdoor visits and the school laboratory being rarely used, instead.

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Going to action? A literature review on educational proposals in formal Environmental Education

Cited by 95 publications

References 103 publications

An Interpretive Framework for Assessing and Monitoring the Sustainability of School Gardens

An Interpretive Framework for Assessing and Monitoring the Sustainability of School Gardens

Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values

Conceptos e infraestructuras didácticas en los procesos de enseñanza-aprendizaje de la biodiversidad en Educación Infantil: análisis de la situación en Asturias

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