Environmental Education Research最新文献

英文中文

Integrating character education and the values aspect of environmental and sustainability education: an interdisciplinary study exploring common ground, tensions, and feasibility 将性格教育与环境和可持续发展教育的价值观相结合：一项探索共同点、紧张关系和可行性的跨学科研究

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-31 DOI: 10.1080/13504622.2023.2172141

K. Jordan

引用次数: 0

Education for sustainable development among rich and poor: didactical responses to biopolitical differentiation 富人和穷人之间的可持续发展教育:对生物政治分化的教学反应

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-27 DOI: 10.1080/13504622.2023.2172140

Linus Bylund

引用次数: 0

Which “sustainable university” are we actually talking about? A topic modelling-assisted discourse analysis of academic literature 我们实际上在谈论哪所“可持续大学”？专题建模辅助学术文献语篇分析

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-24 DOI: 10.1080/13504622.2023.2167940

Maarten Deleye

引用次数: 1

Sustainability competences in primary school education – a systematic literature review 小学教育中的可持续能力——一项系统的文献综述

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-23 DOI: 10.1080/13504622.2023.2170984

Marjo Vesterinen, Ilkka Ratinen

引用次数: 2

Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices 可持续发展教育中的教师形象：兴趣、教学信念和教学实践

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-23 DOI: 10.1080/13504622.2023.2168622

Eleni Sinakou, V. Donche, P. van Petegem

引用次数: 1

Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars 邀请石化行业进入STEM课堂:网络研讨会中有关行业-社会-环境的信息

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-19 DOI: 10.1080/13504622.2023.2168623

M. Andrée, L. Hansson

引用次数: 2

Teaching action-oriented knowledge on sustainability issues 教授以行动为导向的可持续发展知识

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2023-01-18 DOI: 10.1080/13504622.2023.2167939

Katrien van Poeck, Ellen Vandenplas, Leif Östman

引用次数: 0

Developing school leading guidelines facilitating a whole school approach to education for sustainable development 制定学校主导的指导方针，促进以学校整体方式进行可持续发展教育

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2022-12-05 DOI: 10.1080/13504622.2022.2151980

Anette Forssten Seiser, Anna Mogren, N. Gericke, Teresa Berglund, Daniel Olsson

Abstract This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.

摘要本研究探讨了学校领导在瑞典五所学校实施可持续发展教育（ESD）过程中的作用。采用了一项后续研究设计，在该设计中，2016年启动可持续发展教育项目的学校随后在项目期间和项目完成后两次访问，与校长进行面谈。实践架构理论与学校提升能力的概念相结合，作为分析的理论框架。这项研究表明，学校领导应该如何提高当地学校的改进能力。它还展示了具体的实践架构如何预示着可持续发展教育的WSA，以及在这种情况下，学校领导如何以能够实现这种方法的方式安排或编排实践架构。时间和耐力问题至关重要。基于这项研究的实证结果和学校改进理论，制定了指导方针，可用于通过三个不同的学校改进阶段推动WSA到ESD的过程：启动、实施和制度化。还讨论了进一步研究的局限性和建议。

{"title":"Developing school leading guidelines facilitating a whole school approach to education for sustainable development","authors":"Anette Forssten Seiser, Anna Mogren, N. Gericke, Teresa Berglund, Daniel Olsson","doi":"10.1080/13504622.2022.2151980","DOIUrl":"https://doi.org/10.1080/13504622.2022.2151980","url":null,"abstract":"Abstract This study explored the function of school leading in the implementation process of education for sustainable development (ESD) in five Swedish schools employing a whole school approach (WSA). A follow-up study design was used, in which schools that had initiated an ESD project in 2016 were subsequently visited twice for interviews with principals during the project and after it was finalized. The theory of practice architectures in combination with the concept of school improvement capacity was used as the theoretical framework in the analysis. The study showed how school leading should be about enhancing the local school’s capacity to improve. It also showed how specific practice architectures prefigured a WSA to ESD and how school leading in this context was about arranging—or orchestrating—practice architectures in ways that enabled such an approach. The issues of time and endurance were pivotal. Based on the empirical results from this study and school improvement theory, guidelines were developed that can be used to drive a WSA to ESD process forward through three different school improvement phases: initiation, implementation, and institutionalization. The limitations and suggestions for further research are also discussed.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"783 - 805"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48787315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

TVET model for building safety and sustainable agriculture in Iran by 2030 and beyond 到2030年及以后在伊朗建立安全和可持续农业的职业技术教育培训模式

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2022-12-05 DOI: 10.1080/13504622.2022.2151573

Feyzallah Monavvarifard, A. Alibaygi

Abstract Agricultural technical and vocational education and training (TVET) for sustainable development is too important to be implemented with no plan and accomplish tangible results in the real world or in the agricultural setting. TVET can be fruitful if it is performed systematically based on proper criteria, competencies, and educational methods. This research aimed to determine the proper criteria, competencies, and educational methods for agricultural TVET for sustainable development using the analytic hierarchy process (AHP), Delphi technique, and content analysis of the literature by the PRISMA method in Iran. The results showed that agricultural TVET for sustainable development could be identified within five criteria. A total of 15 competencies were identified as the competencies of agricultural TVET for sustainable development. These competencies should be developed among trainees to achieve sustainable agriculture goals. They can be broadly classified into three categories – learning to know, learning to do, and learning to live together. The competencies in the categories of learning to do and learning to live together had higher weights in achieving sustainable agriculture goals. Finally, four educational methods were identified for training these competencies and their relative weights were determined.

摘要促进可持续发展的农业技术和职业教育与培训（TVET）太重要了，不能在没有计划的情况下实施，也不能在现实世界或农业环境中取得实际成果。如果基于适当的标准、能力和教育方法系统地进行职业技术教育与培训，那么职业技术教育和培训就会富有成效。本研究旨在利用层次分析法（AHP）、德尔菲技术和PRISMA方法对伊朗的文献进行内容分析，确定农业TVET可持续发展的适当标准、能力和教育方法。结果表明，农业技术和职业教育与培训促进可持续发展可以在五个标准内确定。共有15项能力被确定为农业技术和职业教育与培训促进可持续发展的能力。应在受训人员中培养这些能力，以实现可持续农业目标。它们可以大致分为三类——学会知道、学会做和学会共同生活。学会做事和学会共同生活这两类能力在实现可持续农业目标方面具有更高的权重。最后，确定了四种训练这些能力的教育方法，并确定了它们的相对权重。

{"title":"TVET model for building safety and sustainable agriculture in Iran by 2030 and beyond","authors":"Feyzallah Monavvarifard, A. Alibaygi","doi":"10.1080/13504622.2022.2151573","DOIUrl":"https://doi.org/10.1080/13504622.2022.2151573","url":null,"abstract":"Abstract Agricultural technical and vocational education and training (TVET) for sustainable development is too important to be implemented with no plan and accomplish tangible results in the real world or in the agricultural setting. TVET can be fruitful if it is performed systematically based on proper criteria, competencies, and educational methods. This research aimed to determine the proper criteria, competencies, and educational methods for agricultural TVET for sustainable development using the analytic hierarchy process (AHP), Delphi technique, and content analysis of the literature by the PRISMA method in Iran. The results showed that agricultural TVET for sustainable development could be identified within five criteria. A total of 15 competencies were identified as the competencies of agricultural TVET for sustainable development. These competencies should be developed among trainees to achieve sustainable agriculture goals. They can be broadly classified into three categories – learning to know, learning to do, and learning to live together. The competencies in the categories of learning to do and learning to live together had higher weights in achieving sustainable agriculture goals. Finally, four educational methods were identified for training these competencies and their relative weights were determined.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"423 - 450"},"PeriodicalIF":3.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48753281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings. 在 3 个不同的校外环境中考察青少年参与社区和公民科学计划的情况。

IF 3.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Environmental Education Research

Pub Date : 2022-12-02 Epub Date: 2022-06-16 DOI: 10.1080/13504622.2022.2078480

Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein

We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.

我们调查了青少年参与自然历史博物馆在校外环境中开展的三个社区与公民科学（CCS）项目的情况。利用第二代活动理论，我们考察了一段时间内的重复参与情况，收集并定性分析了对重点青少年参与情况和活动系统组成部分的人种学实地观察记录。我们发现，每项计划都为青少年参与环境科学提供了多种独特的途径。此外，当主持人明确并反复强调项目的科学目标时，青少年对中央案例研究项目科学过程的参与程度就会加深。获得科学工具、协助使用这些工具以及在真实的研究中反复应用这些工具，使青少年能够参与综合传播战略的不同方面，从探索到提交生物数据。重复参与综合传播战略活动为青少年提供了多次尝试同一类型参与活动的机会（强化），也为青少年提供了尝试不同类型参与活动的机会（多样化）。我们的研究结果表明，在综合传播战略背景下反复参与真实的科学研究，可以促进青少年发展新的角色，并有可能发展环境科学身份。

{"title":"Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings.","authors":"Maryam Ghadiri Khanaposhtani, Heidi L Ballard, Julia Lorke, Annie E Miller, Sasha Pratt-Taweh, Jessie Jennewein, Lucy D Robinson, Lila Higgins, Rebecca F Johnson, Alison N Young, Gregory B Pauly, Ana I Benavides Lahnstein","doi":"10.1080/13504622.2022.2078480","DOIUrl":"10.1080/13504622.2022.2078480","url":null,"abstract":"<p><p>We investigated youth participation in three Community and Citizen Science (CCS) programs led by natural history museums in out-of-school settings. Using second generation Activity Theory, we looked at repeated participation over time, collecting and then qualitatively analyzing ethnographic fieldnote observations on focal youth participation and components of the activity systems. We found each program provided multiple and unique access points for youth to participate in environmental science. Further, when facilitators emphasized the scientific goals of the programs clearly and repeatedly, youth participation in the scientific processes of the CCS programs deepened. Access to scientific tools, facilitation in using them, and repeatedly applying them in authentic research, enabled youth to participate in different aspects of CCS, from exploring to submitting biological data. Repeated participation in CCS activities provided the opportunities for youth to try the same type of participation multiple times (intensification), as well as provided the opportunity for youth to try different types of participation (diversification). Our findings suggest that repeated participation in authentic scientific research in CCS contexts fosters youth development of new roles and possible development of environmental science identities.</p>","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"28 12","pages":"1730-1754"},"PeriodicalIF":3.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7613686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33498087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Environmental Education Research

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀