Contemporary Challenges and Opportunities in Environmental Education: Where Are We Headed and What Deserves Our Attention?

Marcinkowski, Tom

doi:10.1080/00958960903210015

Cited by 76 publications

(44 citation statements)

References 17 publications

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“…Sauve (2002) recognize this change, but she considers it a step backward which reduced environmental education as a tool for sustainable development. Marcinkowski (2010) comments the consequences of this debate inside UNESCO policies, representing a shift toward "EE in the context of ESD": "Following UNCED, staff within the UNESCO's International Environmental Education Program encouraged authors of documents in its Environmental Education Series to revise them by placing greater emphasis on sustainable topics.(...) In about 2000, this shift was highly visible; UNESCO's EE program was placed in a smaller division, whereas the ESD program was enlarged and given greater prominence, culminating in the declaration of the United Nations Decade of Education for Sustainable Development (The Decade of Education for Sustainable Development (DESD, 2005(DESD, -2014 was declared) (p.40-41).…”

Section: Where Environmental Education Should Be Headed?mentioning

confidence: 99%

“…ESD seeks to develop the knowledge, skills, perspectives and values that will empower people of all ages to assume responsibility for creating and enjoying a sustainable future". But Marcinkowski (2010) summarizes that ESD seeks to address social, economic development and technological development goals as well as environmental goals, while EE remains interested in environmental goals as well as setting in which those goals are related to other sustainable development and ESD goals.…”

Section: Where Environmental Education Should Be Headed?mentioning

confidence: 99%

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Environmental Education and Biodiversity Concern: Beyond the Ecological Literacy

Saito¹

2013

American Journal of Agricultural and Biological Sciences

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Section: Where Environmental Education Should Be Headed?mentioning

confidence: 99%

Section: Where Environmental Education Should Be Headed?mentioning

confidence: 99%

Environmental Education and Biodiversity Concern: Beyond the Ecological Literacy

Saito¹

2013

American Journal of Agricultural and Biological Sciences

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“…An international consensus on the characteristics of sustainable development was reached at the UN Conference on Environment and Development (UNCED) and in its final action plan, Agenda 21 (UNCED 1992). However, these goals can only be reached through interdisciplinary approaches that integrate ecological, social and economic aspects (Bourn 2005;Eilam and Trop 2011;Herremans and Reid 2002;Marcinkowski 2010;Sauvé 1996Sauvé , 2005Scott and Gough 2003;UNCED 1992). One vital aspect of promoting sustainable development is education (UNCED 1992).…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

Gresch

Bögeholz

2012

Res Sci Educ

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Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' (n0120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence.

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“…Marcinkowski [1] claims that a complex relationship has evolved between ESD and EE since the 1990s. In our opinion, the relationship between ESD and EE is still a matter of discussion.…”

Section: Introductionmentioning

confidence: 99%

“…It is a difficult process of change, in which investment, technology and institutions must be reoriented to meet both present and future needs. In addition, it is largely dependent on political initiative [1].…”

Section: Introductionmentioning

confidence: 99%

Physical education in the decade of education for sustainable development: a study with brazilian physical education teachers and educators

Osborne¹

2018

Hum Mov.

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Purpose. In light of the UN Decade of Education for Sustainable Development, an international proposal led by UNEScO beginning in 2005 and continuing until 2014, this study's objective was to investigate how physical education, at a local level, can contribute to the goal of sustainable educational development. Methods. In order to analyze the research objective, a qualitative method was used. Sixteen professionals from public schools participated in the study. Seven schools and three administrative buildings were visited with data collected by means of interviews, observations and document analysis. Results. The following issues were addressed: school culture; the relationships between Environmental Education, Education for Sustainable Development and physical education; the cultivation of values through cooperative and competitive games; various challenges; and the opportunities for physical education within the UN's Decade of Education for Sustainable Development initiative. Conclusions. This study concluded that: future partnerships with schools should be aware of and respect school culture; efforts should be made to facilitate schoolwork done outside of school; there is a need for investment in school resources as well in the continuing education of teachers; it is necessary to treat both Environmental Education and Education for Sustainable Development as one symbiotic entity and focus more on the execution of its prerogatives rather than nomenclature.

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Contemporary Challenges and Opportunities in Environmental Education: Where Are We Headed and What Deserves Our Attention?

Cited by 76 publications

References 17 publications

Environmental Education and Biodiversity Concern: Beyond the Ecological Literacy

Environmental Education and Biodiversity Concern: Beyond the Ecological Literacy

Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

Physical education in the decade of education for sustainable development: a study with brazilian physical education teachers and educators

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