Environmental education evaluation: Time to reflect, time for change

Crohn, Kara; Birnbaum, Matthew

doi:10.1016/j.evalprogplan.2009.07.004

Cited by 38 publications

(26 citation statements)

References 21 publications

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“…Environmental education has a half-century of history in the United States, yet it is still emerging as a professional field (Crohn & Birnbaum, 2010); more recently, it has assumed the characteristics of an emerging profession (Heimlich, 2010). Although environmental change is serious, urgent, and increasing, Disinger (1997) claims that environmental education is often non-formal, which implies that much of the education is performed beyond the confines of schools.…”

Section: Introductionmentioning

confidence: 99%

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Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Cheng

Lou

Kuo

et al. 2013

AJET

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<p class="Abstract">In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based learning (DGBL) to environmental education. A total of 32 fourth graders in an elementary school participated in a seven-week DGBL teaching experiment. After the experimental teaching session, a survey concerning "perceived ease of use", "perceived usefulness", and "user intentions" was conducted. The results show that the DGBL system is suitable for both genders at all levels of experience. In addition, the 4th grade students' "perceived ease of use", "perceived usefulness", "attitudes toward use", and "intention to use" reveal a high degree of positive and significant correlations. Furthermore, a path analysis verifies that DGBL acceptance will be directly influenced by a learner's "attitude toward use" and "perceived usefulness." Finally, when designing DGBL for 4th graders, the rich learning content and ease of use should be taken into account because they significantly contribute to a learner's intention to use the system, which may result in greater learning effectiveness.</p>

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Section: Introductionmentioning

confidence: 99%

“…In particular, much of the focus is on youth. Crohn and Birnbaum (2010) believe that the goal of many environmental education-based efforts targeted at youth is to change a child's relationship with nature. Furthermore, some researchers have shown that multimedia can increase students' motivation and improve their learning attitudes.…”

Section: Introductionmentioning

confidence: 99%

Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Cheng

Lou

Kuo

et al. 2013

AJET

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“…This results in a monitoring process of the effects that the student is learning [3]. In consequence, his social awareness grows and it is reflected in an improvement of factors such as a better care of the use of non-renewable products or those actually being modified by alarming entropic values.…”

Section: Introductionmentioning

confidence: 99%

“…These circumstances lead to face the need of developing and environment education so that the international society can insert itself in the globalized world [2]. Environment education has been around for more than 50 years and it has contributed to the sustainability of the environment by means of the diffusion of information aimed at the development of abilities [3].…”

Section: Introductionmentioning

confidence: 99%

Use of Docent Strategies with Semi-automated Didactic Tool for the Teaching and Learning of Renewable Energies

Pereira¹,

Gutiérrez-Yurrita²,

Carmona³

et al. 2015

Advances in Social Science, Education and Humanities Research

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Abstract-This study describes the teaching of the renewable energies from an integrating view during lessons given in Mexican universities to students from different disciplines s of knowledge. During the lessons a number of prototypes, as well as didactic pedagogical and technological materials were developed from a docent strategy for its use in courses given to students who enrolled and accepted to take part in these activities. The data obtained from the students and its further analysis showed that it is possible to teach the different renewable energies using a variety of didactic, pedagogical and technological tools.

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“…At its best, utilization-focused evaluation can become an iterative process incorporating reflective learning and feedback loops at all stages (Crohn andBirnbaum 2010, Flowers 2010), which appears ideally suited to intercultural education. The Noonkodin example also illustrates the potential of localizable values-based indicators (Podger et al 2010, Burford et al 2013 for the evaluation of intangible justice-related outcomes of intercultural education such as strengthening democracy, enhancing mutual respect, or empowering indigenous youth, which may be problematic to assess through conventional methods.…”

Section: Evaluating Intercultural Educationmentioning

confidence: 99%

Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

Burford¹,

Kissmann²,

Rosado-May³

et al. 2012

E&S

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ABSTRACT. Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for assessing indigenous participation in intercultural education. This incorporates a new ladder of participation depth (in relation to both curriculum content and decision making) alongside separate considerations of breadth, i.e., stakeholder diversity, and scope, i.e., the number of key project stages in which certain stakeholder groups are participating. The framework can be used to compare intercultural education initiatives in differing contexts and might be adaptable to other intercultural work.

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Environmental education evaluation: Time to reflect, time for change

Cited by 38 publications

References 21 publications

Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education

Use of Docent Strategies with Semi-automated Didactic Tool for the Teaching and Learning of Renewable Energies

Indigenous Participation in Intercultural Education: Learning from Mexico and Tanzania

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