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Environment education is increasingly enhanced as an accepted mean for promotion of sustainable development and environment management; and teachers play a highly important role in promoting positive environmental approaches as well as sustainable development. This research, aims at examining environmental approaches of Iran-Ahvaz elementary school teachers, in order to meet sustainable development goals. In academic year of 2011-2012, 346 elementary school teachers in Ahvaz took part in this research, answering to a questionnaire comprising of 20 questions. These questions were set to review four sub-factor including The Need for Education about Environmental Problems; The Importance of Fieldwork and Activities for Environmental Education; The Environmental Contamination and the Need for Conservation, and also The Environmental Protection Action measures on the basis of gender, education level, teaching experience and teachers' residential background.
This book provides a comprehensive survey and analysis of teachers’ attitude towards environment and its related issues. The study of environment has become much more relevant today, than it was ever before. It is now that man has realized his mistakes and started thinking about Nature's protection and preservation. The teacher plays an important role in teaching learning process and in turn the child is influenced by his teaching to meet the social and physical aspects of the environment. Teachers can help the students to form a healthy constructive attitude for environment. Once, this healthy constructive attitude for the nature is formed the child will become a friend of the nature through out life. In the light of this, the entire matter is organized into five chapters. The first chapter is all about current environmental issues and constitutional provisions regarding environment, environmental education in the school curriculum and role of school teachers. The second chapter describes the studies related to environment and teachers’ attitude towards it. The third chapter is methodology adopted to find out the teachers’ attitude towards environment and its related issues. The fourth chapter is related to detailed analysis and interpretation of teachers’ attitude towards environment with reference to locale, gender and medium of instruction. The fifth chapter focuses on implications and recommendations on the basis of the finding of the results. The author believe that this book will prove to be useful to students, research scholars and the teachers who seems to be interested in the current environmental issues and the attitude of teachers towards environment. The author is grateful to all the authors, editors and their publishers whose publication he has made use of in preparing this book. I hope that readers will find this book useful. I will be looking forward for feedback from them. Dr. Syed Hasan Qasim
In today's world, the importance of environment education that is one of the most important issues is increasing rapidly. In the basis of the education, families and teachers take role together. It is aimed to grow up individuals who have positive attitudes and are sensitive the environment at every level of education. In order to achieve this goal, there is need for teachers giving importance to environment education and having adequate equipment. It will be beneficial to learn the environmental attitudes of teacher candidates who grow up elementary students after a few years. Because of this reason, in this study, it is aimed to examine the environmental attitudes of teacher candidates in terms of different variables. In the research, quantitative research methods were used. Sample is consisted of 1st and 3rd grade students from different department of science in Faculty of Education at Hacettepe University. In order to collect the data, New Environmental Paradigm (NEP) Scale was used. In the finding of the research, it was investigated that there is a difference in environmental attitudes of teacher candidates in terms of department of science, grade level, region lived during their childhood and get the status of environment education course variables and there is no difference in term of also, some suggestions were given.
The world is changing at such a rapid pace that we cannot even guess what specific knowledge and skills will be critical for students of 21st century.Environmental Education is an interdisciplinary process with the goal of equipping people with the knowledge, attitudes and skills towards Environmental Education and motivation which they need to help resolve Environmental issues.Environmental Education is valuable and necessary. Starting from a very young age, children should be taught about the Environment that surrounds them.As they grow their Environmental attitude towards the area in which they live should also grow positively.For this their Education should be sequential and integrated with core disciplines. I hope this book will helps to students and teachers who are working in the area of Environmental Education to create awareness on Environmental Concerns among their students.
This book is about an experimental study carried out by the author to find out the effect of ecological intelligence on developing ecological sensitivity among prospective teachers. The experiment is conducted to enhance the prospective teachers’ ecological intelligence in order to develop their ecological sensitivity which is expected to be imbibed in student community for ensuring a safe environment to all living beings. The author has adopted Daniel Goleman’s idea of ecological intelligence and developed the concept of ecological sensitivity from the perspective of the mental disposition of an individual to deal effectively the dynamic environment with empathy by taking initiatives to mitigate the environmental problems for sustainable development since the prevailing environmental condition demands the human beings to quickly respond to the environmental problems in order to protect the environment not only for the continued survival of the present generation, but also to ensure safe environment for the future generations.
In the age of global communication where it is possible to become abreast with environmental or socio-political trends from different countries across the world, Sweden and Germany are known as global leaders in different fields. Especially their role in the educational systems is discussed a lot. EU-countries pay much attention to the Swedish way commonly known as “Swedish Model”1 and the German way is in general known with high quality standards in education. The Stockholm Conference in 1972 and in particular the Rio Conference in 1992 was the start that Sweden has environmentally led the world. Sweden is one of the pioneering countries in education for all including immigrants. Germany is known for good qualification in the education. EE plays in both educational system – in Sweden and Germany – an important role which is discussed in the present paper.
The study was undertaken to explore the relationship between environmental attitude and pro-environmental behavior and comparison of these variables among students/teachers, public/private secondary schools and different gender respondents. All the secondary schools both Public, as well as Private, Boys and girls in Khyber Pakhtunkhwa, were the universe of the study. 200 Secondary level students and teachers were randomly selected as sample of the study. The data was collected through an adopted scale by Heyl, Moyano Díaz and Cifuentes's (2013) scale of 'Environmental attitudes' and 'Pro-Environmental Behavior'. The data collected were processed by applying SPSS-23 version. Reliability test applied to test items of all three variables confirmed reliability from acceptable to good ranges. The mean value for all variables indicated agreement of respondents with the questions asked. The results of one sample t-test also give results expressing agreement of a majority of respondents with the questions raised in all three variables. There was a positive relationship between environmental attitude and pro-environmental behavior indicated by the results of Pearson correlation test.
This mixed-methods study evaluated the integration of environmental education (EE) into school curricula across 5 public schools in Arizona, USA, from June 2023 to May 2024. The research involved 500 students (grades 6-8), 20 teachers, and 5 administrators. Quantitative analysis revealed significant improvements in students' environmental attitudes and behaviors across all schools (p < 0.001), with large effect sizes (Cohen's d > 2.0). ANOVA showed significant differences in attitudes and behaviors across schools (F(4,495) = 3.87, p = 0.008 for attitudes; F(4,495) = 4.13, p = 0.004 for behaviors) and socio-economic backgrounds (F(2,495) = 4.75, p = 0.002 for attitudes; F(2,495) = 5.12, p = 0.001 for behaviors), but not across genders. Qualitative thematic analysis identified key factors contributing to program success, including student engagement, cultural sensitivity, and inclusivity. The study demonstrates the effectiveness of a comprehensive, adaptable approach to environmental education in enhancing students' environmental consciousness across diverse demographics.