School as 3-D Textbook for Environmental Education: Design Model Transforming Physical Environment to Knowledge Transmission Instrument

Kong, Seng Yeap; Rao, Sreenivasaiah Purushothama; Abdul‐Rahman, Hamzah; Chen, Wang

doi:10.1007/s40299-013-0064-2

Cited by 18 publications

(19 citation statements)

References 16 publications

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“…Some of the earliest work at this intersection can be found in the study of environmental education in and through the schoolyard (Malone & Tranter, 2003; Ozguner, Cukur, & Akten, 2011; Rigolon, 2012; Tranter & Malone, 2004). The most recent scholarship on TGBs focuses on formal educational environments, including a school in Bali (Kong et al, 2014), a comparative study of Green and Non-Green Schools in Australia (Izadpanahi, Elkadi, & Tucker, 2017; Tucker & Izadpanahi, 2017), a post-occupancy evaluation of a Canadian campus building (Coleman, 2016), and work in green middle schools by the first author (Cole, 2013, 2015; Cole & Altenburger, 2019). Additional emphasis has been placed on university campuses as “living laboratories” for environmental education (König, 2013; Orr, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Typical features of these buildings include visibility of green features, signage on walls, and hands-on opportunities for occupant engagement (e.g., energy feedback monitors, gardens, and recycling programs). TGBs conserve natural resources while aspiring to serve as “three-dimensional textbooks” for environmental education (Kong, Rao, Abdul-Rahman, & Wang, 2014; Nair & Fielding, 2005; Taylor, 1993). School buildings, in particular, are a logical venue for combining green building practices with environmental education to enhance environmental knowledge, attitudes, and behaviors.…”

Section: Introductionmentioning

confidence: 99%

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Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Cole

Hamilton

2019

Environment and Behavior

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Amid increasing interests in social metrics within green buildings, this work focuses on buildings designed to enhance environmental education, here called “Teaching Green Buildings” (TGBs). This study examines one school building at three points in time before and after the move into a new construction TGB. Middle school students here and at a local, comparison Non-Green School ( N = 264) took a survey measuring outcomes of green building knowledge (GBK) and environmentally responsible behaviors (ERBs). Regression results showed that GBK is significantly higher for students in the Green School compared with the Non-Green School, but is not increasing over time for students at the Green School. No differences were detected in ERBs across schools or time, and it was found that school practices, more than the green building itself, were pivotal in student choices to conduct ERBs at school.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Cole

Hamilton

2019

Environment and Behavior

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“…Shifting toward a living systems model of education reveals many opportunities for restoring connectedness within our learning ecologies. Utilizing school buildings and grounds as three-dimensional living textbooks (Taylor, 2009; Fjortoft, 2004; Kong et al , 2014) helps to break down silos between school districts’ curriculum and facilities departments. Combining these efforts with place-based, problem-based and project-based learning initiatives better connect learners with content, each other, and their communities (Demarest, 2015).…”

Section: Educational Restorationmentioning

confidence: 99%

Educational restoration: a foundational model inspired by ecological restoration

Kensler

Uline

2019

IJEM

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Purpose The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration. Design/methodology/approach School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration. Findings Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments. Practical implications Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership. Originality/value The model of educational restoration provides a conceptual foundation for future research and leadership practice.

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“…Finally there is insufficient space here to review the literature on the many ways that the physical environment can be enlisted when learning science beyond the laboratory: outdoors, through field work and in museums and science centres (Braund & Reiss, 2004;Rennie, 2014), but the notion of the whole school as a 3-D textbook for environmental education is particularly appealing (Kong, Rao, Abdul-Rahman, & Wang, 2014) and suggests that there are many as yet unexplored possibilities for integrating the material world into pedagogical practices in science.…”

Section: Laboratory Environmentmentioning

confidence: 99%

Making the case for a material-dialogic approach to science education

Hetherington

Hardman

NOAKES

et al. 2018

Studies in Science Education

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School as 3-D Textbook for Environmental Education: Design Model Transforming Physical Environment to Knowledge Transmission Instrument

Cited by 18 publications

References 16 publications

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Can a Green School Building Teach? A Pre- and Post-Occupancy Evaluation of a Teaching Green School Building

Educational restoration: a foundational model inspired by ecological restoration

Making the case for a material-dialogic approach to science education

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