| 31. |
- Ernst, Julie, et al.
(author)
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Environmental action and student environmental leaders : exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility
- 2015
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In: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622 .- 1469-5871. ; 23:2, s. 149-175
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Journal article (peer-reviewed)abstract
- The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next generation of conservation leaders through fostering action competence in youth. Data from SC3 participants was used to investigate four predictors of adult environmental behavior (environmental attitudes, locus of control, sense of personal responsibility, intention) to explore their predictability of environmental action and intention toward future involvement in environmental action in student environmental leaders. Of the four variables explored, pre-program levels of environmental attitudes was a significant predictor of environmental action. Additionally, changes in levels of environmental attitudes significantly predicted environmental action, with an increase in environmental attitudes being associated with a decrease in environmental action. Pre-program levels of environmental attitudes and sense of personal responsibility, and an interaction between the two, potentially were predictors of intention toward future involvement in environmental action. Changes in pre- and post-program levels of environmental attitudes, locus of control, and sense of personal responsibility did not significantly predict intention toward future involvement in environmental action, nor did environmental action. Implications for programming and research, in light of the study’s limitations, are discussed.
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| 32. |
- Fauville, Geraldine, et al.
(author)
-
Development of the International Ocean Literacy Survey: measuring knowledge across the world.
- 2019
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In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 25:2, s. 238-263
-
Journal article (peer-reviewed)abstract
- © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.
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| 33. |
- Fauville, Geraldine, et al.
(author)
-
ICT tools in environmental education: reviewing two newcomers to schools
- 2014
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
-
Journal article (peer-reviewed)abstract
- United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.
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| 34. |
- Fauville, Geraldine, et al.
(author)
-
Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
- 2020
-
In: Environmental Education Research. - 1350-4622 .- 1469-5871.
-
Journal article (peer-reviewed)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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| 35. |
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| 36. |
- Felgendreher, Simon, et al.
(author)
-
Higher education for sustainability: can education affect moral perceptions
- 2018
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:4, s. 479-491
-
Journal article (peer-reviewed)abstract
- A considerable literature looks at universities' approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study contributes to this literature by quantifying and measuring the effect of a compulsory sustainability activity on students' ethical and moral perceptions. Our results show that ESD can indeed affect moral perceptions of what constitutes socially appropriate behaviour, but not in a homogenous way. Instead, the effect varies with background characteristics of the students.
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| 37. |
- Forssten Seiser, Anette, 1965-, et al.
(author)
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Developing school leading guidelines facilitating a whole school approach to education for sustainable development
- 2023
-
In: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 29:5, s. 783-805
-
Journal article (peer-reviewed)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.
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| 38. |
- Garavito-Bermúdez, Diana, 1978-, et al.
(author)
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Exploring interconnections between local ecological knowledge, professional identity and sense of place among Swedish fishers
- 2017
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 23:5, s. 627-655
-
Journal article (peer-reviewed)abstract
- The ecological knowledge of those who interact with ecosystems in everydaylife is situated in social and cultural contexts, as well as accumulated, transferred and adjusted through work practices. For them, ecosystems represent not only places for living but also places for working and defining themselves. This paper explores psychological aspects linking LEK/IEK/TEK to identity and sense of place in the context of fishery practices and management in Sweden. We analyse how knowledge of local ecosystems connect to fishers’ professional identity and their attachment to place by using the Person-Process-Place framework in integration with the Structure-Dynamic-Function framework on professional fishers in Sweden. On the basis of our results we conclude on the significance of physical as well as social and cultural features of fishing places for attachment and meaning as they are important for fishers’ local and professional identities, and also for ecological knowledge generation. Furthermore, fishers’ understanding of ecosystems complexity enhances their attachment and promotes positive emotions and behaviours for proximity maintenance.
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| 39. |
- Garavito-Bermudez, Diana
(author)
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Learning ecosystem complexity : a study on small-scale fishers' ecological knowledge generation
- 2018
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 24:4, s. 625-626
-
Journal article (peer-reviewed)abstract
- Small-scale fisheries are learning contexts of importance for generating, transferring and updating ecological knowledge of natural environments through everyday work practices. The rich knowledge fishers have of local ecosystems is the result of the intimate relationship fishing communities have had with their natural environments across generations. Previous research on fishers' ecological knowledge has mainly been descriptive, i.e. has focused on aspects such as reproduction, nutrition and spatial-temporal distribution and population dynamics, from a traditional view of knowledge that only recognises scientific knowledge as the true knowledge. By doing this, fishers' ecological knowledge has been investigated separately from the learning contexts in which it is generated, ignoring the influence of social, cultural and historical aspects that characterise fishing communities, and the complex relationships between fishers and the natural environments they live and work in.
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| 40. |
- Garavito-Bermúdez, Diana, et al.
(author)
-
Linking a conceptual framework on systems thinking with experiential knowledge
- 2016
-
In: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 22:1, s. 89-110
-
Journal article (peer-reviewed)abstract
- This paper addresses a systemic approach for the study of fishers’ ecological knowledge in order to describe fishers’ ways of knowing and dealing with com- plexity in ecosystems, and discusses how knowledge is generated through, e.g. apprenticeship, experiential knowledge, and testing of hypotheses. The descrip- tion and analysis of fishers’ ecological knowledge has been done using the Structure–Dynamics–Functions conceptual framework. Fishers identify 5–50 feeding interactions (Structure), recognize populations’ dynamics over time, and, the impact of external factors (climate change, water quality and overfishing) (Dynamics) and finally, acknowledge different values or services (Functions) of the ecosystem (drinking water and fishing). Knowing about these three main aspects seems to be core knowledge embedded in fishers’ ecological knowledge, which comprises systems thinking. Systems thinking is arguably part of fishers’ professional skills and significant for sustainable natural resource management yet understanding ecosystem complexity is also a cognitive challenge.
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