2020
DOI: 10.1007/978-3-030-20249-1_14
|View full text |Cite
|
Sign up to set email alerts
|

Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth

Abstract: and Frans Van Dam 14.1 Characteristics of Non-formal Education Promoting the Attributes of an Environmental Citizen For the purpose of this chapter, it is valuable to briefly distinguish between nonformal and informal education-terms that are often used interchangeably. Nonformal and informal learning takes place in out-of-school environments and settings (e.g. libraries, exhibits, museums, science centres, zoos, aquaria, botanical gardens and wildlife-based environments, community centres and organisations, e… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
4
0
2

Year Published

2020
2020
2024
2024

Publication Types

Select...
9
1

Relationship

1
9

Authors

Journals

citations
Cited by 13 publications
(6 citation statements)
references
References 38 publications
(53 reference statements)
0
4
0
2
Order By: Relevance
“…The active and catalytic role of citizens and their direct civic participation is essential to address climate change and other environmental problems [11]. Changes in citizens' and consumers' behaviors towards more sustainable patterns can happen through education [12], especially Education for Environmental Citizenship as it is defined by ENEC [1]. This novel type of education can provide citizens with the knowledge, values, attitudes, skills, competencies, and behaviors required for monitoring their environmental impacts, and for deep civic participation in individual and collective spheres and in private and public spheres.…”
Section: Five Green Mission Areas In Horizon Europe Directly Support ...mentioning
confidence: 99%
“…The active and catalytic role of citizens and their direct civic participation is essential to address climate change and other environmental problems [11]. Changes in citizens' and consumers' behaviors towards more sustainable patterns can happen through education [12], especially Education for Environmental Citizenship as it is defined by ENEC [1]. This novel type of education can provide citizens with the knowledge, values, attitudes, skills, competencies, and behaviors required for monitoring their environmental impacts, and for deep civic participation in individual and collective spheres and in private and public spheres.…”
Section: Five Green Mission Areas In Horizon Europe Directly Support ...mentioning
confidence: 99%
“…Recent studies of local environmental considerations show that cities are context-rich intellectual ecosystems (Daneri et al, 2021) where grand narratives on alternatives to the growth paradigm (Görg et al, 2020, p. 53) are articulated in detailed and practical terms. Consumer and company-level observations linked to various sustainability paths, conceptualisation and empirical analysis of individual attitudes towards nature (Balundė et al, 2020;Bauer et al, 2020;Boeve-de Pauw & Halbac-Zamfir, 2020;Činčera et al, 2020;Gericke et al, 2020;Goldman et al, 2020;Kaputa et al, 2020;Paraskeva-Hadjichambi et al, 2020;Parra et al, 2020;Reis, 2020;Smederevac-Lalic et al, 2020;Šulc et al, 2020;Vesely et al, 2021), suggestions for a social behaviour transformation from efficiency to sufficiency (Biermann, 2014, p. 205), as well as local, regional, national and federal requirements for energy transitions (Breetz et al, 2018;Bugge et al, 2021;Mäkitie et al, 2020) and local infrastructure planning (Stokes, 2016) are some examples. There is a notable potential of learning opportunities from these and other streams of scholarly enquiry.…”
Section: Top-down and Bottom-up Dynamicsmentioning
confidence: 99%
“…Meaningful professional development provides an opportunity to improve teachers' knowledge and understanding in a subject specific way. It can also help to empower educators to act as formative agents of change [64]. Alternative design frameworks, such as transition design and circular design philosophies, have been previously suggested as opportunities for sustainable Design Education [65,66].…”
Section: Opportunities To Equip Teachers With Increased Knowledge and Understandingmentioning
confidence: 99%