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Data collected demonstrate that general environmental education has been largely ignored at the community college level in the state of California. Evidence is presented that the community colleges educate the majority of California's college students. In an effort to develop a model for an effective general education program in environmental education, the theoretical components of "environmental literacy" are presented. These components include the dimensions of knowledge, skills, affect, and behavior. Some current theories relative to environmental education content and process are analyzed. It is argued that appropriate content areas of knowledge include science, the humanities and social science, the current environmental situation, and wisdom from the past. A model for instruction in environmental values is provided and it is suggested that general environmental education would be enhanced by extending it across the curriculum. It is further theorized that interdisciplinary education, experiential education, and the opportunity to apply theoretical knowledge are appropriate process avenues to learning. A self-correcting method of application that empowers students to take part in the remediation of campus and community environmental problems is presented. Personal interviews with representatives of eleven colleges and universities reveal the natures of their environmental education problems and lend support for the theoretical content and process uncovered. Further, ways in which the campus and the community can be used to elevate experiential environmental education are reviewed. the special problems associated with education at the community college level are discussed. Finally, a model for a complete, coherent, environmental studies program that is appropriate for general education at the community college level is provided. This program includes sample interdisciplinary courses and an administrative structure that features the creation of a campus-wide "environmental learning academy" that is responsible for the development, presentation, and administration of general environmental education programs for the campus and community.
Descriptions of model environmental education projects that were funded by the Environmental Education Grant Program in California from 1983 through 1991. Projects were selected for grants by fitting specific environmental education criteria. The programs encourage efforts and innovations at the school district level to help students learn about their interrelationships with the natural and human environment, practice making decisions which enhance the quality of life and learn to conserve energy and other natural resources. Emphasis is placed on partnerships with local community resources and rethinking science curriculums. Grant projects were also encouraged to restructure curriculum to integrate learning across disciplines and ages. Projects are clearly coded with the environmental concepts emphasized, and include a description of the project, the grades appropriate for the activities, the year the grant was used and school contact information. Projects are designed for a range of ages, from kindergarten through high school.