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Preface 1. Environmental Concerns in the Vedas: A Lesson in Ancient Indian History-R P. Singh 2. Environmental Education and Beyond: Implications for Teachers''Training- Dzintra Ilisko 3. Industrial Safety, Public Health and Environment: A Prospective Educational Profile-S.C Santra, S.Kar and A.C. Samal 4. How Shall I Explore My Environment? : A Physicist's View- M.N. Bapat 5. Teaching Environmental Education: The Multiple Intelligences Approach-Mridula Ranade 6. Environmental Awareness Among Students: A Survey- Rajarshi Roy and Anjana Paira 7. Technology-Rich Environments in Teacher Education- Nili More and Ida Heilweil 8. Environmental Education for a Sustainable Future- Maganlal S. Molia 9. Some Pedagogical Issues on Environmental Education in India-Sanat Kumar Ghosh 10. Environment Education: An Indian Perspectiv-Faisal Zia Siddiqui and Tauseef Z. Siddiqui 11. Tending of Diversity through a Robust Core Curriculum: Gender, Socio-economic Status and Ethnicity as Components of Environment-Bruce Joyce, Marilyn Hrycauk, Walter Hrycauk and Emits Calhoun 12. Environmental Education through Mass Communication:Potentialities and Opportunities- Abihijit Bora 13. Trend of Doctoral Research on Environmental Education in Indian Academia- Rajarshi Roy and Anjana Paira Bibliography and References Contributors In search of sustainability, importance of environment, need for its preservation and protection thereof is now a day felt by the most intelligent species of the planate. Knowledge about environment and its preservation is already in hand in consonance with development of science and technology. The critical responsibility is therefore to evolve appropriate strategies and tactics to disseminate such pertinent information among the masses in general and among the young generation in particular, and thereby to enable them to develop a concern about the environment. However, teachers of the day, who act as a pivot of knowledge-dissemination system, yet to be equipped with the strategies and tactics of developing concerns for environmental education among the students. This is possible following integration between 'ongoing subject of studies' and 'developing concerns about the environment'. The present volume is an attempt in the direction, which address such issues from varied pertinent angles to equip our teachers of varied levels of formal educational institutions. The volume, includes issues that addresses the need of integrating knowledge of the past and present for protection of the environment, need for evolving a disciplinary approach for environmental education, integration of environmental knowledge of the past and present, implications of teachers' training in environmental education, prospective educational profile for environment and safety, innovative approaches of teaching environmental education, exploration of trend of doctoral level research in environmental education and related curricular and pedagogical issues.
Integrating environmental education throughout the curriculum.
Preface 1. Environmental Concerns in the Vedas: A Lesson in Ancient Indian History-R P. Singh 2. Environmental Education and Beyond: Implications for Teachers''Training- Dzintra Ilisko 3. Industrial Safety, Public Health and Environment: A Prospective Educational Profile-S.C Santra, S.Kar and A.C. Samal 4. How Shall I Explore My Environment? : A Physicist's View- M.N. Bapat 5. Teaching Environmental Education: The Multiple Intelligences Approach-Mridula Ranade 6. Environmental Awareness Among Students: A Survey- Rajarshi Roy and Anjana Paira 7. Technology-Rich Environments in Teacher Education- Nili More and Ida Heilweil 8. Environmental Education for a Sustainable Future- Maganlal S. Molia 9. Some Pedagogical Issues on Environmental Education in India-Sanat Kumar Ghosh 10. Environment Education: An Indian Perspectiv-Faisal Zia Siddiqui and Tauseef Z. Siddiqui 11. Tending of Diversity through a Robust Core Curriculum: Gender, Socio-economic Status and Ethnicity as Components of Environment-Bruce Joyce, Marilyn Hrycauk, Walter Hrycauk and Emits Calhoun 12. Environmental Education through Mass Communication:Potentialities and Opportunities- Abihijit Bora 13. Trend of Doctoral Research on Environmental Education in Indian Academia- Rajarshi Roy and Anjana Paira Bibliography and References Contributors In search of sustainability, importance of environment, need for its preservation and protection thereof is now a day felt by the most intelligent species of the planate. Knowledge about environment and its preservation is already in hand in consonance with development of science and technology. The critical responsibility is therefore to evolve appropriate strategies and tactics to disseminate such pertinent information among the masses in general and among the young generation in particular, and thereby to enable them to develop a concern about the environment. However, teachers of the day, who act as a pivot of knowledge-dissemination system, yet to be equipped with the strategies and tactics of developing concerns for environmental education among the students. This is possible following integration between 'ongoing subject of studies' and 'developing concerns about the environment'. The present volume is an attempt in the direction, which address such issues from varied pertinent angles to equip our teachers of varied levels of formal educational institutions. The volume, includes issues that addresses the need of integrating knowledge of the past and present for protection of the environment, need for evolving a disciplinary approach for environmental education, integration of environmental knowledge of the past and present, implications of teachers' training in environmental education, prospective educational profile for environment and safety, innovative approaches of teaching environmental education, exploration of trend of doctoral level research in environmental education and related curricular and pedagogical issues.
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.
Value denotes the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live, or to describe the significance of different actions. It may be described as treating actions themselves as abstract objects, putting value to them. It deals with right conduct and living a good life, in the sense that a highly, or at least relatively highly, valuable action may be regarded as ethically "good", and an action of low in value, or somewhat relatively low in value, may be regarded as "bad". What makes an action valuable may in turn depend on the ethic values of the objects it increases, decreases or alters. An object with "ethic value" may be termed an "ethic or philosophic good". Values can be defined as broad preferences concerning appropriate courses of action or outcomes. As such, values reflect a person's sense of right and wrong or what "ought" to be. "Equal rights for all", "Excellence deserves admiration", and "People should be treated with respect and dignity" are representative of values. Values tend to influence attitudes and behavior. Types of values include ethical/moral values, doctrinal/ideological values, social values, and aesthetic values. It is debated whether some values that are not clearly physiologically determined, such as altruism, are intrinsic, and whether some, such as acquisitiveness, should be classified as vices or virtues. Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
The authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized. Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.
“The hope for the future depends on teaching current and future students the analytical and critical thinking skills for dealing with the most critical problems. My own hope is for this book to be read by everyone, even those outside the field of environmental education. Read this book, read it again, share it widely, and do something - anything - to help our needy and wounded planet."-Marc Bekoff, author of The Animal Manifesto: Six Reasons For Expanding Our Compassion Footprint "Saylan and Blumstein provide a compelling vision of what can be, and what should be, if we have the courage to open our eyes and the boldness to act.”-Peter Saundry, Ph.D., Executive Director of the National Council for Science and the Environment “A clarion call to incorporate environmental education in all grades K-12, across all academic disciplines, in order to produce future generations of environmental stewards."-Mark Gold, President, Heal The Bay "We need a sea change in the educational system. After all, if we can teach schoolchildren that vandalism is wrong, why can we not teach them that environmental destruction is wrong? This book is a haunting call to action. A beautifully written manifesto that gets it right."-Ron Swaisgood, Director of Applied Animal Ecology, Institute for Conservation Research, San Diego Zoo Global “The greatest threat to the future of all species on the planet is the huge gap between what is understood about global climate change by the scientific community and what is known about climate change by the people who need to know -- the public. The sound prescriptions in this book need to be read now. We are running out of time.”-Dr. James Hansen, world-renowned climatologist and author of Storms of My Grandchildren: The Truth About the Coming Climate Catastrophe and Our Last Chance to Save Humanity “Environmental education is a disaster and educating the public on environmental issues is the greatest challenge facing humanity today. This book will help us understand why we are headed toward the collapse of civilization, and more important, how to fix it. Packed with sound science, useful information, and brilliant ideas, it is a book we must read, and give, to our local school boards and principals nationwide. Our children will thank us."-Paul R. Ehrlich, author of The Population Bomb and Humanity on a Tightrope