Diverse Urban Youth's Nature: Implications for Environmental Education

Wilhelm, Sonja A.; Schneider, Ingrid E.

doi:10.1080/15330150590944812

Cited by 17 publications

(14 citation statements)

References 18 publications

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“…Youth perceptions of nature and the environment are complex and characterized by a need to dichotomize natural and human-influenced systems (Kahn, 2002;Bonnett & Williams, 1998;Wilhelm & Schneider, 2005;Loughland, Reid, & Petocz, 2002). When asked to make distinctions about nature and the environment, youth invariably reference some type of human influence as the dividing line.…”

Section: Wildfire Education In Environmental Education Researchmentioning

confidence: 99%

“…When asked to make distinctions about nature and the environment, youth invariably reference some type of human influence as the dividing line. For example, Wilhelm and Schneider (2005) found that youths' description of the environment fell under key themes of nature such as flora, fauna, open space, and the like. What youth perceived as not a part of nature were tied to built, social, and human-influenced elements or systems.…”

Section: Wildfire Education In Environmental Education Researchmentioning

confidence: 99%

See 1 more Smart Citation

The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth

Ballard

Evans

Sturtevant

et al. 2012

The Journal of Environmental Education

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Section: Wildfire Education In Environmental Education Researchmentioning

confidence: 99%

Section: Wildfire Education In Environmental Education Researchmentioning

confidence: 99%

The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth

Ballard

Evans

Sturtevant

et al. 2012

The Journal of Environmental Education

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“…There are studies investigated young children's [32][33][34] and youth's [35,36] perceptions of nature. However, there are very few studies examined how pre-service early childhood educators perceive nature.…”

Section: Introductionmentioning

confidence: 99%

Pre-service Early Childhood Educators' Perceptions of Nature and Its Integration to Teaching Practices

Çetin¹

2019

ujer

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Today's pre-service early childhood educators will become the teachers of next generation young children. To create an environmentally sensitive society, they have a crucial role. It is important to understand how they perceive nature and its integration to teaching practices. In the current study, 26 Turkish pre-service early childhood educators were asked to draw nature and respond three-open ended question; "(1) What is nature? (2) Would you like to integrate nature into your future teaching practices? Why? (3) How would you plan to integrate nature into your future teaching practices?" Written answers to these questions and pre-service early childhood teachers' drawings were analyzed thematically. Findings revealed that pre-service early childhood educator defined nature as "(1) living and non-living; (2) source and (3) system" and their drawings included "flora, atmospheric features, fauna, geographical features and human-made stuff", respectively. All participants revealed that they would like to integrate nature into their future teaching practices and mostly given reason for nature integration was increasing children's environmental awareness. More than half of the participants reported that they would integrate nature into their future teaching practices via outdoor activities, it is followed by science and indoor activities. Through critically evaluating these findings, suggestions were presented for teacher training programs and future researchers.

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“…, and exhibit feelings of fear, disgust, or discomfort with nature (Bixler, Carlisle, Hammit, & Floyd, 1994;Willhelm & Schneider, 2005), others have found contrasting results (Johnson, Bowker, Bergstrom, & Cordell, 2004;Mohai, 2003: Sheppard, 1995. Adeola (2004), for example, found blacks more likely to express greater environmental concern and to support increased spending on environmental protection, parks, and recreation than whites.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a Constructivist and Culturally Responsive Approach to Environmental Education for Diverse Audiences

Stern

Powell

Ardoin

2010

The Journal of Environmental Education

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The NorthBay Adventure Center offers five-day residential programs that meld environmental and character education using experiential techniques and multi-media messaging. This article explores the influences of these programs on urban and non-urban middle-school participants in three areas: character development and leadership; environmental responsibility, and attitudes toward school. The authors found significant positive short-term effects on all outcomes of interest. Three-month delayed posttests indicate retention of significant gains in character development and leadership and environmental responsibility, while gains in school-related outcomes faded. Urban students responded more positively to the NorthBay program than did students from suburban and rural areas.

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Diverse Urban Youth's Nature: Implications for Environmental Education

Cited by 17 publications

References 18 publications

The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth

The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth

Pre-service Early Childhood Educators' Perceptions of Nature and Its Integration to Teaching Practices

Evaluating a Constructivist and Culturally Responsive Approach to Environmental Education for Diverse Audiences

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