Pub Date : 2023-02-22DOI: 10.1080/13504622.2023.2182746
Juliane V. Höhle, S. Bengtsson
{"title":"A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design","authors":"Juliane V. Höhle, S. Bengtsson","doi":"10.1080/13504622.2023.2182746","DOIUrl":"https://doi.org/10.1080/13504622.2023.2182746","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136401","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}
Pub Date : 2023-02-21DOI: 10.1080/13504622.2023.2180380
Rui Pedro Fonseca, Tânia Regina Vizachri
Abstract Sustainability education is crucial in helping students deal with current health and environmental challenges through dietary choices. This study aims to provide an understanding of how the teachers surveyed (n = 416, 85% women; 58% teaching natural sciences) view the importance of the following interrelated issues for sustainability: (1) the viability of diets for tackling environmental challenges and natural resource management; (2) the health benefits of traditional versus plant-based diets; and (3) the impacts of factory farming on animals and animal sentience. Most participants recognised the importance of a sustainable education model that encourages reducing meat consumption while adopting healthy plant-based diets. Furthermore, the majority recognise animal sentience and agree that schools should address the negative impacts of factory farming on animals and the environment. The results are striking, as they indicate that most teachers’ views contrast with the traditionalist and instrumental portrayal of animals in national core curricula.
{"title":"Teachers’ views on ‘food’ animals for sustainability education: an exploratory study","authors":"Rui Pedro Fonseca, Tânia Regina Vizachri","doi":"10.1080/13504622.2023.2180380","DOIUrl":"https://doi.org/10.1080/13504622.2023.2180380","url":null,"abstract":"Abstract Sustainability education is crucial in helping students deal with current health and environmental challenges through dietary choices. This study aims to provide an understanding of how the teachers surveyed (n = 416, 85% women; 58% teaching natural sciences) view the importance of the following interrelated issues for sustainability: (1) the viability of diets for tackling environmental challenges and natural resource management; (2) the health benefits of traditional versus plant-based diets; and (3) the impacts of factory farming on animals and animal sentience. Most participants recognised the importance of a sustainable education model that encourages reducing meat consumption while adopting healthy plant-based diets. Furthermore, the majority recognise animal sentience and agree that schools should address the negative impacts of factory farming on animals and the environment. The results are striking, as they indicate that most teachers’ views contrast with the traditionalist and instrumental portrayal of animals in national core curricula.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47777261","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}
Pub Date : 2023-02-21DOI: 10.1080/13504622.2023.2181265
C. Trott, Stephanie Lam, Jessica Roncker, Emmanuel-Sathya Gray, R. Courtney, T. Even
Growing recognition of the multi-faceted injustices of climate change has resulted in shifting public and policy discourse around how to understand and address climate change, yet justice considerations are rarely present in climate change education (CCe). with aims of bringing visibility to existing efforts and building a foundation for more widespread justice-driven CCe, this systematic review examined how justice frameworks are being employed in a range of CCe contexts, within and beyond the classroom. Analyses of 55 peer-reviewed articles with data from 57 countries published between 2007 and 2020 demonstrate that the empirical literature on justice in CCe has grown significantly in recent years. Notably, justice-driven CCe in this review took place within and beyond STeM education settings, was fueled more by people-focused aims (e.g. advancing equity) compared to planet-focused aims (e.g. protecting the environment), and encompassed a remarkable diversity of educational processes, goals, and outcomes—with learners of all ages—across formal, community-based, and activist learning contexts. Findings have implications for scholars, educators, and practitioners across disciplines committed to educating for justice in the face of climate change.
{"title":"Justice in climate change education: a systematic review","authors":"C. Trott, Stephanie Lam, Jessica Roncker, Emmanuel-Sathya Gray, R. Courtney, T. Even","doi":"10.1080/13504622.2023.2181265","DOIUrl":"https://doi.org/10.1080/13504622.2023.2181265","url":null,"abstract":"Growing recognition of the multi-faceted injustices of climate change has resulted in shifting public and policy discourse around how to understand and address climate change, yet justice considerations are rarely present in climate change education (CCe). with aims of bringing visibility to existing efforts and building a foundation for more widespread justice-driven CCe, this systematic review examined how justice frameworks are being employed in a range of CCe contexts, within and beyond the classroom. Analyses of 55 peer-reviewed articles with data from 57 countries published between 2007 and 2020 demonstrate that the empirical literature on justice in CCe has grown significantly in recent years. Notably, justice-driven CCe in this review took place within and beyond STeM education settings, was fueled more by people-focused aims (e.g. advancing equity) compared to planet-focused aims (e.g. protecting the environment), and encompassed a remarkable diversity of educational processes, goals, and outcomes—with learners of all ages—across formal, community-based, and activist learning contexts. Findings have implications for scholars, educators, and practitioners across disciplines committed to educating for justice in the face of climate change.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"1 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543365","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}
Pub Date : 2023-02-20DOI: 10.1080/13504622.2023.2180374
Anssi Huoponen
{"title":"From concern to behavior: barriers and enablers of adolescents’ pro-environmental behavior in a school context","authors":"Anssi Huoponen","doi":"10.1080/13504622.2023.2180374","DOIUrl":"https://doi.org/10.1080/13504622.2023.2180374","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46566036","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}
Pub Date : 2023-02-19DOI: 10.1080/13504622.2023.2167941
Minna Maijala, N. Gericke, Salla-Riikka Kuusalu, Leena Maria Heikkola, M. Mutta, Katja Mäntylä, Judi Rose
{"title":"Conceptualising transformative language teaching for sustainability and why it is needed","authors":"Minna Maijala, N. Gericke, Salla-Riikka Kuusalu, Leena Maria Heikkola, M. Mutta, Katja Mäntylä, Judi Rose","doi":"10.1080/13504622.2023.2167941","DOIUrl":"https://doi.org/10.1080/13504622.2023.2167941","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232248","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}
Pub Date : 2023-02-17DOI: 10.1080/13504622.2023.2181271
Veronica Bergan, Maritha Berger Nylund, Ida Lervik Midtbø, Bård Henry Landsem Paulsen
{"title":"The teacher’s role for engagement in foraging and gardening activities in kindergarten","authors":"Veronica Bergan, Maritha Berger Nylund, Ida Lervik Midtbø, Bård Henry Landsem Paulsen","doi":"10.1080/13504622.2023.2181271","DOIUrl":"https://doi.org/10.1080/13504622.2023.2181271","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44540694","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}
Pub Date : 2023-02-10DOI: 10.1080/13504622.2023.2175794
D. Gladwin, Naoko Ellis
{"title":"Energy literacy: towards a conceptual framework for energy transition","authors":"D. Gladwin, Naoko Ellis","doi":"10.1080/13504622.2023.2175794","DOIUrl":"https://doi.org/10.1080/13504622.2023.2175794","url":null,"abstract":"","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48154870","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}
Pub Date : 2023-02-05DOI: 10.1080/13504622.2023.2174252
Z. Kovacic, Alejandro Marcos-Valls
Abstract Interdisciplinary research is gathering increasing support from sustainability scholars, however, there is little dialogue between scholarship on interdisciplinarity and interdisciplinary environmental science education. The aim of this paper is to take stock of the insights of studies of interdisciplinary research to inform environmental research and education. We take as our case study a research centre in Spain, which created an interdisciplinary PhD programme on climate change. The analysis is based on 18 interviews with PhD students and supervisors. We focus on: (i) the need to train experts while redefining expertise outside of disciplinary boundaries; (ii) the practical and institutional challenges of interdisciplinarity in the context of PhD training; and (iii) the challenges of assessing the quality across disciplines. Our results show that conflicts with institutional requirements lead to a tendency to abandon interdisciplinary aspects and to the training of experts narrowly centred on the specific problem they analyse.
{"title":"Institutionalising interdisciplinarity in PhD training: challenging and redefining expertise in problem-oriented research","authors":"Z. Kovacic, Alejandro Marcos-Valls","doi":"10.1080/13504622.2023.2174252","DOIUrl":"https://doi.org/10.1080/13504622.2023.2174252","url":null,"abstract":"Abstract Interdisciplinary research is gathering increasing support from sustainability scholars, however, there is little dialogue between scholarship on interdisciplinarity and interdisciplinary environmental science education. The aim of this paper is to take stock of the insights of studies of interdisciplinary research to inform environmental research and education. We take as our case study a research centre in Spain, which created an interdisciplinary PhD programme on climate change. The analysis is based on 18 interviews with PhD students and supervisors. We focus on: (i) the need to train experts while redefining expertise outside of disciplinary boundaries; (ii) the practical and institutional challenges of interdisciplinarity in the context of PhD training; and (iii) the challenges of assessing the quality across disciplines. Our results show that conflicts with institutional requirements lead to a tendency to abandon interdisciplinary aspects and to the training of experts narrowly centred on the specific problem they analyse.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":"29 1","pages":"473 - 488"},"PeriodicalIF":3.2,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46246619","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}
Pub Date : 2023-02-03DOI: 10.1080/13504622.2023.2169254
Ling-Wai Lam, P. Kahn, Thea Weiss
Abstract Might interacting with relatively wild forms of nature help move our world away from its largely domination-oriented and destructive sensibilities? Toward broaching this question, this study used an Interaction Pattern Approach to model child-nature interaction in a Hong Kong nature program. Observational video data were collected of 54 children (mean age 4.8 years) while they were playing in relatively wild or domestic landscapes. In total, 708 interactions were coded and categorized based on 37 distinct interaction patterns. Based on this modeling, we then tested two hypotheses: (1) that in the more domesticated nature areas, children would engage in more domination interaction patterns (e.g., catching wild animals), and (2) in the more wild nature areas, children would engage in more relational interaction patterns (e.g., cohabitating with wild animals). Both hypotheses were supported statistically. Discussion focuses on the importance of interacting with relatively wild aspects of nature, even in urban areas.
{"title":"Children in Hong Kong interacting with relatively wild nature (vs. Domestic nature) engage in less dominating and more relational behaviors","authors":"Ling-Wai Lam, P. Kahn, Thea Weiss","doi":"10.1080/13504622.2023.2169254","DOIUrl":"https://doi.org/10.1080/13504622.2023.2169254","url":null,"abstract":"Abstract Might interacting with relatively wild forms of nature help move our world away from its largely domination-oriented and destructive sensibilities? Toward broaching this question, this study used an Interaction Pattern Approach to model child-nature interaction in a Hong Kong nature program. Observational video data were collected of 54 children (mean age 4.8 years) while they were playing in relatively wild or domestic landscapes. In total, 708 interactions were coded and categorized based on 37 distinct interaction patterns. Based on this modeling, we then tested two hypotheses: (1) that in the more domesticated nature areas, children would engage in more domination interaction patterns (e.g., catching wild animals), and (2) in the more wild nature areas, children would engage in more relational interaction patterns (e.g., cohabitating with wild animals). Both hypotheses were supported statistically. Discussion focuses on the importance of interacting with relatively wild aspects of nature, even in urban areas.","PeriodicalId":11734,"journal":{"name":"Environmental Education Research","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48016288","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}
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