An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries

Palmer, Joy; Suggate, Jennifer; Bajd, Barbara; Hart, Keith; Ho, Roger K.P.; Ofwono‐Orecho, J.K.W.; Peries, Marjorie; Robottom, Ian; Tsaliki, Elissavet; Staden, Christie Van

doi:10.1080/1350462980040408

Cited by 91 publications

(59 citation statements)

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“…Almost all of the subjects interviewed in the previous studies mentioned directly and affi rmatively that the primary and secondary education in Taiwan did not have any positive infl uences on the development of their environmental civic action (Hsu 2003, 2009, Hsu and Lee 2004. This result contrasts strongly with the studies conducted in Western countries such as the United States, Britain, Australia, and Canada, where primary school education has been confi rmed as highly infl uential in facilitating environmental actions; nevertheless, similar fi ndings have been reported in Hong Kong, a society with cultural elements similar to those of Taiwan (Chawla 1999, Palmer et al 1998). Hsu (2003) inferred that the limited infl uence of the Taiwanese primary and secondary school education on developing environmental activists may be caused by the short history of environmental education on the island, for which the educational objectives, contents, and teaching strategies are still in formation.…”

Section: Environmental Education Implications From Signifi Cant contrasting

confidence: 89%

“…In both Taiwan and Western countries, studies on signifi cant life experiences lacked control groups such as the general public or those who are apathetic to environmental protection (e.g., Chawla 1999, Palmer and Suggate 1996, Palmer et al 1998, Hsu 2003. Therefore, environmental educators remained unable to answer the following key questions: "Do people that are indiff erent or unfriendly toward the environment share similar life experiences with environmental activists?…”

Section: Signifi Cant Life Experiences Studies In Taiwanmentioning

confidence: 99%

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Significant Life Experiences Affect Environmental Action: A Critical Review of Taiwanese Research

Hsu

2017

Environmental Education

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Since environmental education is a lifelong process and the everyday world beyond the school may be the main channel for environmental learning, this paper reviewed four Taiwanese studies that have examined the types of signifi cant life experiences aff ecting the cultivation of environmental action. In the current paper, the author critiques these studies' fi ndings. Based on the performed review, implications for program development and instructional practice in Taiwan are presented.

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Section: Environmental Education Implications From Signifi Cant contrasting

confidence: 89%

Section: Signifi Cant Life Experiences Studies In Taiwanmentioning

confidence: 99%

Significant Life Experiences Affect Environmental Action: A Critical Review of Taiwanese Research

Hsu

2017

Environmental Education

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“…In an autobiographical report-based study involving approximately 30 researchers of 12 different countries -of which 9 have already published their results - (PALMER et al, 1998), the positive experiences lived during childhood with nature, such as fishing, hunting, tree climbing or negative experiences which provoked feelings of loss or apprehension, such as bloodshed of fish, loss of green areas such as forests or woods, deaths of animals, lead the percentage as the main factors of the education of an active and committed environmental-driven Contact with nature: effects of fiel trips ... citizen. These researches meet the results obtained in the 2 nd and 3 rd studies of this paper.…”

Section: Discussionmentioning

confidence: 99%

Contact with nature: effects of field trips on pro-environmental knowledge, intentions and attitudes

Neiman

Ades

2014

Ciênc. educ. (Bauru)

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Abstract:The effects of direct contact with nature on pro-environmental attitudes, values and knowledge were assessed by taking college students on field trips at Parque Estadual Turístico do Alto Ribeira (PETAR), and applying a system of directed activities developed throughout 16 years. The changes in knowledge, values and attitudes were evaluated in these students (experimental groups) and other students who were not exposed to the field trips (control groups) through questionnaires which were applied before (pre-tests) and after the trip (post-tests). Meaningful differences were verified between the control and the experimental groups, as well as discrepancies between the pre-and post-tests applied to the experimental groups -a clear indication that the direct contact with nature affected the positioning of the students towards environmental matters. These outcomes reinforce the idea of the importance of contact with nature as a way of implementing pro-environmental behaviors.Keywords: Environmental education. Field trip. Exposure to natural. PETAR. Resumo: Os efeitos do contato direto com a natureza nos conhecimentos, nas intenções e atitudes pró-ambientais foram avaliados durante viagens com estudantes universitários ao Parque Estadual Turístico doAlto Ribeira (PETAR), onde foram realizadas atividades dirigidas desenvolvidas ao longo de 16 anos. As mudanças nos conhecimentos, valores e atitudes foram avaliadas nesses alunos (grupos experimentais) e em outros, que não participaram das viagens (grupos-controle), por meio de questionários que foram aplicados antes (pré-testes) e depois da viagem (pós-testes). Diferenças significativas foram verificadas entre os grupos-controle e experimentais, bem como discrepâncias entre os pré e pós-testes aplicados aos grupos experimentais -uma clara indicação de que o contato direto com a natureza afetou o posicionamento dos alunos em relação às questões ambientais. Estes resultados reforçam a ideia da importância do contato com a natureza como forma de implementar comportamentos pró-ambientais.Palavras-chave: Educação ambiental. Viagem a campo. Exposição ao natural. PETAR.

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“…As pesquisas com experiências de vida significativas têm gerado opiniões controversas entre os pesquisadores (GOUGH, 1999). Alguns defendem que tais investigações são capazes de identificar quais experiências podem produzir pessoas sensíveis e/ou comprometidas com a questão ambiental (PALMER, 1998;HSU, 2009), enquanto outros afirmam que as experiências relatadas não se constituem uma realidade absoluta, mas são (re)interpretadas como significativas, à luz do momento presente (CHAWLA, 1998), o que é coerente com a perspectiva na qual desenvolvemos esta pesquisa. Assim, acreditamos que as vivências no meio natural muito provavelmente trouxeram contribuições importantes para a formação da sensibilidade ambiental das professoras, porém não podemos assumir uma relação direta, tipo causa-efeito entre elas, o que seria subestimar a complexidade das experiências humanas ao longo da vida (PAYNE, 1999).…”

Section: Trajetórias De Aproximação Das Professoras Com a Educação Amunclassified

Trajetórias da Construção da Identidade de Professoras do Ensino Básico como Educadoras Ambientais

Tullio¹,

Oliveira²

2017

PEA

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ResumoDiante da expansão da educação ambiental (EA) no ensino formal, buscamos compreender as trajetórias por meio das quais professoras no ensino básico se aproximaram desse campo, bem como os processos de construção das suas identidades como educadoras ambientais. Utilizamos como referencial teórico a hermenêutica filosófica de Hans-Georg Gadamer e a pedagogia dialógica de Paulo Freire, sendo que as narrativas das entrevistadas foram analisadas à luz da análise textual discursiva. Percebemos que as professoras têm se aproximado da EA por diferentes vias, que se inter-relacionam de maneira complexa. A inserção da dimensão ambiental nas práticas pedagógicas e a busca de formação contribuem para a construção de suas identidades como educadoras ambientais, mesmo que heterogêneas e provisórias, sujeitas às oportunidades de atuação. As práticas também possibilitam sua identificação com os valores do ideário ambientalista em âmbitos profissional e pessoal. Palavras-chave:Trajetórias. Identidade. Hermenêutica filosófica. PATHWAYS OF IDENTITY CONSTRUCTION OF BASIC SCHOOL TEACHERS AS ENVIRONMENTAL EDUCATORS AbstractGiven the expansion of environmental education (EE) in formal education, we seek to understand the pathways by which primary school teachers approach it, as well as the processes of construction of their identities as environmental educators. We based our study in Hans-Georg Gadamer's philosophical hermeneutics and Paulo Freire's dialogical pedagogy. The narratives of the interviewed teachers were analyzed using discursive textual analysis. We found that the teachers have approached EE by different pathways that interrelate in complex ways. The integration of the environmental dimension in teaching practices and / or seeking education through coursework contribute to the construction of their identities as environmental educators, notwithstanding heterogeneous and provisional, depending on opportunities for action. The practices also enable their identification with the values of the environmentalist ideology in professional and personal spheres.

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An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries

Cited by 91 publications

References 0 publications

Significant Life Experiences Affect Environmental Action: A Critical Review of Taiwanese Research

Significant Life Experiences Affect Environmental Action: A Critical Review of Taiwanese Research

Contact with nature: effects of field trips on pro-environmental knowledge, intentions and attitudes

Trajetórias da Construção da Identidade de Professoras do Ensino Básico como Educadoras Ambientais

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