Environmental Education - Science topic

Dear colleagues,

Biological invasions, predominantly stemming from human activities and interference with nature, have emerged as a global burden, significantly impacting both ecosystems and economies. Mitigating the effects of non-native species is a complex issue and the eradication of established non-native species is typically impossible. The prevention of new introductions is therefore generally considered to be the most effective and efficient option and partly relies on public awareness. To this end, the education of stakeholders and the general public can be very helpful, with elementary school pupils being an especially crucial target group. Greater levels of education could help foster a more informed future generation around sustainability agendas and invasive species particularly.

Here, we ask you to cooperate with us in an international effort that aims to elucidate the relationship between the volume of economic losses caused by non-native species in various countries and the educational effect, namely the number of lessons focusing on biological invasions at elementary/primary/secondary schools (depends on the local rules and school system; pupils aged ca. 6 to 16 years). The below questionnaire is fully anonymous and should adhere to privacy policies. We thank you very much for your time and effort. Your help will be much appreciated!

link (English): https://forms.gle/TMMD2KL7cEGkTCi7A

If you will need other translations, let me know.

Thanks in advance!

Sincerely,

Jiří Patoka, Ph.D.

Leader of the international team

Czech University of Life Sciences Prague, Czech Republic

Correspondence: patoka@af.czu.cz

At least in the economic arena, by this time the norm should have been green microeconomics and green macroeconomy since 2012 Rio +20 as the tools to be taught to deal with the environmental crisis as consensus on paradigm change to green market, green growth, and green economies was reached/RIO +20 Conference/UNCSD 2012, but traditional economic thinking and traditional macroeconomic thinking is still the norm, which means that universities knowingly or not are normalizing paradigm shift avoidance, and blocking the growth of knowledge a la Thomas Kuhn; and this raises the question: Paradigm shift avoidance and universities, do they have a duty to science based paradigm evolution of knowledge?

what do you think?

Simply state Yes and give your opinion on why you think Yes or say No, and state your opinion on why you think No.

Chaired by

Ewa Duda, Maria Grzegorzewska University, Warsaw, Poland, eduda@aps.edu.pl

Hanna Obracht-Prondzyńska, University of Gdańsk, Poland, hanna.obracht-prondzynska@ug.edu.pl

March 1, 2024: Submissions are due at 10 a.m. ET (New York)

There has been seen a lot of impacts, some good, some bad. That depends on a lot of factors in each region. But overall, what is short, medium and long-term impacts of COVID-19 that we are going to see in the future of ocean sustainability?

I would like to work on Environmental Education as a general topic for my thesis, specifically how it is integrated into the language curriculum.

In English:

I am part of a research group focused on the study of teaching methods aimed at fostering sustainable societies. For the future we aim to focus on some core issues that we believe are fundamental for the advancement of these forms of education in Brazil and worldwide, namely: Discuss the relationships between environmental education, sustainability education and citizenship education and try to identify the similarities and differences of their proposals. Our initial hypothesis is that citizenship education perhaps satisfactorily embraces the postulates and principles of the other two pedagogies and can thus be understood as one of the most holistic and comprehensive forms of human education. What do you think?

Em português:

Faço parte de um grupo de pesquisa focado no estudo de formas de ensino voltadas ao fomento de sociedades sustentáveis. Para o futuro almejamos enfocar algumas questões centrais que acreditamos ser fundamentais para o avanço dessas formas de ensino no Brasil e no mundo, quais sejam: Discutir as relações entre a educação ambiental, a educação para a sustentabilidade e a educação para a cidadania e tentar identificar as similaridades e diferenças de suas propostas. A nossa hipótese inicial é de que a educação para a cidadania talvez abarque satisfatoriamente os postulados e princípios das outras duas pedagogias e assim pudesse ser compreendida como uma das formas de educação humana mais holística e abrangente. O que você acha?

Anyone know anything thing about Philosophy for Children (P4C) applied on Environmental Education or Education for sustainable development?

Dear researchers.... I have been working on the integration of art and EEE (Ecological Environmental Education) as a more efficient approach in environmental education,but have not been very much successful in finding an appropriate curriculum for " children" in this regard. I would be glad if you have further information that can guide me through the procedure.

 which one could provide more values? 

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We know the importance of a healthy environment, and we should take all the possible measures to keep our environment healthy. Environmental education and protection are crucial for the benefit of both the environment and humans. What should be our thoughts on this in the next phase of COVID-19 pandemic destruction?

Hello!

We are conducting a study that practically implemented a combination of different learning approaches to foster systems thinking competence in the context of sustainability and in a real-world setting. The learning approaches include mobile learning, collaborative learning, and field trips. What journals would you recommend for such a study?

Thanks in advance!

Yared

What is complexity theory and how can I use it in studying school culture?

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While searching for scale, I found a Climate Steward Survey (CSS) developed by Scott L. Walker and published in International Electronic Journal of Environmental Education (which may be used for perception) (paper is attached).

I want to ask what are the alternative standardized scale (like environment attitude, belief etc..) which can be used, if there is no standardized scale on population's awareness and perception on climate change?

Thank You,

Pawan Kumar

Programmable Logic Controllers (PLCs) and Microcontrollers (µCs), what difference and what can orientate the choice of one instead of another?

Thanks

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Amber 

I am to teach environmental education in the incoming semester, can anyone supply me with latest developments and information on environmental issues and remedies provided in each case. Supplying me with latest materials would be highly appreciated. Also, i will be grateful if somebody could mention some important topics based on recent environmental issues that i should inject into the course outline to make the class lively and give my students the best of knowledge. Thanks

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Do not hesitate to share links and material.

Cheers,

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Any recommended literatures/ journals/ books on biodiversity teaching?

Related literature and journal articles on biodiversity teaching. 

Environmental education has been introduced as compulsory subject at all levels of education from primary to graduate (college) level but often it remains as a neglected one. We hardly find any subject teacher in secondary, higher secondary schools and colleges. The very purpose has often been compromised. It is not possible for any (non-subject) teacher to impart lessons on environmental studies to the students properly. In colleges this subject remains in letters, not in spirits. Its presence can only be limited to celebration of  World Environmental Day or plantation of some saplings. Environmental sensitization, awareness or beyond that real environmental education and environmental works cannot be possible through such studies. The subject itself cannot be prospered, not even the students of Environmental Science or Environmental Management cannot be moiovated and inspired to opt for those subject as carrier options if there remains ample scope for teachers/assistant professors' positions in schools and colleges..

Do you know if the effect of these designs were later analysed on the users of the spaces?

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I would like to evaluate existing urban green areas (e.g. schoolyards, playgrounds, botanical gardens, etc) to see if and how they are contributing to the goals of environmental education. It would be useful to see similar researches in order to get some ideas about the methodology I could use. Thank you!

PLEASE NOTE: this research is for research in The Netherlands, the UK and Sweden only- while potentially we could expand it to other countries, these three countries are a limit for now.

I am writing an ERC Consolidator Grant 2017 proposal provisionally titled 'Environmental Education: Evaluation of European Education Programs from an Ecocentric Perspective. If there are any interested partners in the field of environmental education and education for sustainable development in The Netherlands, the UK and Sweden, could you please email me with the expression of your interest and experience in this area? Please see short summary below:

This research will investigate the measures of success of environmental education (EE) and education for sustainable development (ESD) in a comparative European context from an ecocentric perspective. EE refers to formally organized programs that take place in schools or protected nature areas, promoting environmental awareness, encouraging sustainable behaviours, and disseminating specific kinds of knowledge about environment. Ecocentric perspective refers to an ethical position that human beings are part of ecosystem, and that integrity of an ecosystem is essential to environmental sustainability. Earlier practice of EE was often instructed by the ecocentric position. Although varying in national contexts, EE was mostly targeted at enabling social change towards green economy and a more sustainable society as well as promoting environmental awareness and positive ecological attitudes characteristic of an ecocentric perspective. The Belgrade Charter identifies the goal of environmental education as: “To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.” This type of education corresponded with ecocentric aims of safeguarding environmental sustainability for humans and nonhumans alike, and included conservation education, outdoor education, education for deep ecology, post-humanist education, and animal rights education. These types of EE typically combined care for individual animals, entire habitats, as well as people, thus focusing on unity between environmental ethics, animal welfare, and human interests.

Since the completion of the Decade of Education for Sustainable Development (2005 – 2014) initiated by UNESCO many EE scholars have hailed the emergence of the education for sustainable development (ESD) as a progressive transition in the field. Yet, there are very few studies providing empirical evidence of efficacy of EE/ESD in cross-European perspective as far as developing a population ‘that is aware of, and concerned about, the environment and its associated problems’. Also, a large part of ‘sustainability’ education is dominated by anthropocentric concerns intertwined with social and economic objectives, placing environmental protection, at best, as one of many possible positions .

This research aims to address both theoretical as well as practical implications of EE and ESD (further referred to as EE/ESD) practice through cross-European comparison.

I am a spiritual director exploring my role from an educational viewpoint and preparing an MA assignment on assessment.

I am experimenting with tissue culture at home with my kids and I was looking for some advice one surface disinfecting. Some article I have read suggested 0.5% NaOCI (15% v/v bleach) for 20min, but I am not sure how to replicate this with just house hold clorox bleach? I am no chemist and just looking to expand my kids exposure to science outside of school  :-) Thank You

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Dear Respected members, I am Muhammad Kamran , doing PhD in comparative Education. My PhD is on creativity cultivation in chemistry classroom. I am looking for a free questionnaire of creativity examining the cultivation of creativity in chemistry classroom. I would be very thankful if you helpe me. I urgently need it for my PhD thesis. Thanks in anticipation. Regards: Muhammad kamran

Dear Academics and Scholars, I need your contributions;

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a research projects that i am doing for my college so i need some more documents to strengthen my approaches.

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And where do they encounter these topics? At home? At school? TV programs like Newsround, Blue Peter...? Newspapers? Websites? Children's magazines? Scouts?

Thanks!

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Can you suggest a good software for qualitative data analysis? My data is in form of interviews, observation notes, worksheets and textbook analysis. With some basic google search, I found this free software called 'RQDA' http://rqda.r-forge.r-project.org/. Has anyone tried it before? If yes, what were your experiences like? Or if you can suggest any better software, that will be a great help.

There are many different projects and activities that aim to reconnect people to 'nature' in one way or another (e.g. forest schools, family bushcraft days, ecotherapy sessions, residential camps for teenagers, arts-based forest projects, etc). I'm interested in how these programs are currently evaluated and what criteria are used to determine whether or not they are 'effective'. I would be grateful for any references, websites, or personal experiences if you are willing to share them.

I happened to attend a workshop on environmental education conducted by several experts and volunteers from Australia. I come up with a question in mind: Could we implement environmental education topics into the teaching of English as a foreign language? If any researcher finds this interesting, why don't we co-operate to work on this project? 

Previously examined the effect of social-contextual environments on physical activity motives, but how designing environmentals in terms of architecture affect attitudes and motives for physical activity. For instance, some people would prefer to intend in environments for their physical activities which they enjoying because of its beautiful interior architecture and plan.

I would greatly appreciate if anyone kindly shares with me any plan, research and experience and guides.

Neuroscience has been applied or employed to provide insight in many areas of research and human activity. Does anybody know of any work that falls under the title of environmental or conservation neuroscience? By this I mean research that could directly be used to assist our understanding of environmental protection or play an applied role in conservation activities.

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Seeking journals on communication of environmental information among employees in higher education

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Can anyone recommend literature on application of deep ecology (Arne Naess) in education? I am familiar with the 1990's works by Dolores LaChapelle, but not more contemporary sources. I would be also interested in co-authering an article on this subject

Can I say that a program which is created within the body of a policy (or, more precisely, within the law that institutes this policy) is an instrument of it? Salamon (2000) differentiates a program from an instrument but are there cases in which it is possible to do that? Or is the difference between them (program and instruments) very clearcut? Any readings dealing with this question? 

SALAMON, L.M. The New Governance and the Tools of Public Action: An Introduction. Fordham Urban Law Journal. Volume 28, Issue 5, 2000 Article 4.p. 1611 – 1674.

As above.

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