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Contents: Introduction, Theoretical Framework, Review of Research Literature, Models of Teaching in Environmental Education (EE), Methodology, Data Analysis and Interpretation, Summary and Conclusions.
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.
HauptbeschreibungField trips are a popular method for introducing students to concepts, ideas, and experiences that cannot be provided in a classroom environment. This is particularly true for trans-disciplinary areas of teaching and learning, such as science or environmental education. While field trips are generally viewed by educators as beneficial to teaching and learning, and by students as a cherished alternative to classroom instruction, educational research paints a more complex picture. At a time when school systems demand proof of the educational value of field trips, large gaps ofte.
Note: The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads, such as CourseSmart.For courses in Instructional Media and Technology, and Computers in EducationA core text for Introduction to Educational Technology coursesHow to integrate a complete range of technology and media formats into classroom instruction using the ASSURE model for lesson planning.This text shows specifically and realistically how technology and media enhance and support everyday teaching and learning. Written from the viewpoint of the teacher, it demonstrates how to integrate a complete range of technology and media formats into classroom instruction using the ASSURE model for lesson planning. Ideal for educators at all levels who place a high value on learning, the book is helps readers incorporate technology and media into best practice, to use them as teaching tools and to guide students in using them as learning tools. Examples come from elementary and secondary education.The new Eleventh Edition keeps readers up to pace with the innovations in all aspects of technology, particularly those related to computers, Web 2.0, social networks, and the Internet. The updating throughout reflects the acceleration trend toward digitizing information and school use of telecommunications resources, such as the Web. It also addresses the interaction among the roles of teachers, technology, coordinators, and school media specialists, all complementary and interdependent teams within the school.This text provides the ideal teaching and learning experience through: The ASSURE Model of lesson planning and the ASSURE Classroom Case Studies. A number of helpful pedagogical aids that provide reinforcement and ensure understanding. A focus on today's most up-to-date expectations and innovations.
Environmental education with ideal teaching tools are essential for raising the public's, especially student's, awareness of many environmental issues. Environmental education is an important tool of change because it has the ability to bring about a shift in attitude and encourage human lifestyles that support ecological integrity. In this book, Chapter One focuses teacher educators' uptake of environmental education. Chapter Two describes the experiences of the authors in the application and development of Learning Objects (LO) for interactive teaching in the field of environmental engineering. Chapter Three provides an easy-to-make global warming model instrument and reviews its applications in basic environmental education. Chapter Four develops a model instrument of a thermal power generator that can be applied as a teaching tool for understanding of air pollutant forming as well as power generation. Chapter Five develops a do-it-yourself model instrument of acid rain and estimating its applicability to the environmental education. Chapter Six reviews contemporary threats and how to prevent them in the social-psychological safety of an educational environment.
This dissertation, "Field-based Teaching and Learning in Environmental Education: a Case Study on Official Curriculum in Hong Kong" by Kwan-ki, Ma, 馬昀祺, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In order to tackle challenging environmental problems that we are facing, environmental education (EE) is important to educate the masses to possess necessary awareness, knowledge, attitudes and skills to participate in solutions of current problems and the prevention of new ones. EE is best implemented in the Threefold Approach which integrates education about, in and for the environment. Of which, education in the environment is heavily linked to outdoor education. This study particularly focuses on outdoor education related to teaching and learning for subject teaching and EE in the school curriculum which is regarded as Field-based Education (FBE). With the focus on the New Senior Secondary Curriculum (NSS Curriculum), this study aims at investigating the best practices for the implementation of field-based EE and understanding its roles, situations, challenges and opportunities to formulate strategies for better implementation of field-based teaching and learning to benefit EE in Hong Kong schools. According to the proposed theoretical framework of field-based EE in the NSS Curriculum, a mixed method approach was used including evaluative case studies on current field-based EE programmes and questionnaire survey of secondary school teachers and administrators. The case studies evaluated ten programmes organized by two field studies centres and an ENGO with the use of multiple data collection methods in a triangulation approach. The questionnaire survey had surveyed 102, 86 and 60 Biology, Geography and LS teachers respectively while the questionnaire survey of school administrators received 23 valid questionnaires. Based on the findings, a Model of effective field-based environmental education was postulated for the best practices of implementing field-based teaching and learning for EE. This model is important and useful when teachers and environmental educators design and implement education in the environment through conducting field-based EE programme. While EE is implemented in a whole-school cross-curricular approach, this study showed that field-based EE was not effectively implemented. Students had positive perceptions of field-based learning but the current opportunities for them to join field-based programmes did not match with their expectations. The prevailing approach of FBE in the NSS Curriculum is dominated by field research with field excursion. Effectiveness for EE was moderate in which knowledge gain was the main learning outcome while the success in stimulating pro-environmental attitudes and behaviour should be further improved. Differences in perception to field-based EE and actual practices of utilizing FBE were found between teachers of the three subjects. Mismatches were also identified for each subject and these are crucial for planning specific strategies to improve the implementation of field-based EE in the curriculum. Major difficulties for teachers in organizing field-based programmes were the lack of time due to compact school timetables and heavy workload for teachers. External bodies have an important role in field-based EE with the provision of field-based programme and teacher training. As education about the environment is dominated in the implementation of school EE while education in and for the environment need to be further developed, recommendations were given for improving field-based teaching and learni
Environmental Education is a book which has two distinct features in the first half it deals with the basic concepts of environment, its related terminology and various problems related with environment. In the next half segment it talks about the pedagogical aspects of the topic i.e., curriculum, role of media, various methods used for teaching environment, models, games etc. It also talks about the various projects taken up by the Governmental organization. It will be useful for all the teachers teaching environmental education at school and college level.