Environmental Education: What Went Wrong? What can be Done?

Gigliotti, Larry M.

doi:10.1080/00958964.1990.9943040

Cited by 105 publications

(33 citation statements)

References 13 publications

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“…Both emotional affinity and interest in nature can be promoted through interventions that involve direct experiences with nature such as observing animals or studying changes in seasons (Lyons and Breakwell 1994). In contrast, emotional indignation cannot be fostered by experiences with nature, but by discussions about ecological responsibility and moral ethics (Gigliotti 1990).…”

Section: Environmental Storiesmentioning

confidence: 99%

“Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms

Oliveira

Colak

Akerson

2008

Cult Stud of Sci Educ

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In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom implementation of an instructional activity that promotes environmental awareness through a combination of student role playing and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge (the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students). In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings, it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and social roles (pragmatic equivalence).Bu çalışmada Brezilya ve Türkiye'deki ilkokul ögretmenlerinin bir hikayenin başka bir dile çevrilmesi ve bu hikayenin sınıf ortamında bir etkinlik ile ögretilmesi ve karşılaştırmalı incelenmesi yapıldı. Burada temel amaç ögrencilerin süreçte aktif bir

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Section: Environmental Storiesmentioning

confidence: 99%

“Who polluted the Potomac?” The translation and implementation of a US environmental story in Brazilian and Turkish classrooms

Oliveira

Colak

Akerson

2008

Cult Stud of Sci Educ

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“…The new aspect of our research is the formulation of two supplementary intervention aims that should equally be achieved, not only in schools, but also in other settings and for other target groups. On the one hand, a discourse on ecological responsibility, ecological justice, and environmental ethics should take place (see Gigliotti, 1990). The necessary moral reasoning can be promoted by group discussion, contrasting techniques, public statements of social models, etc., which need to be adapted to the specific target group (cf., CallieB & Lob, 1987;Langeheine & Lehmann, 1986).…”

Section: Implications and Outlookmentioning

confidence: 99%

Sustainable Development and Emotions

Kals¹,

Maes²

2002

Psychology of Sustainable Development

100

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There is no doubt that destruction and pollution of the natural environment are two of the main social political problems of a globalized world. To a considerable extent, these ecological problems are due to behavior patterns. They evolved over the development of humankind, from hunter-gatherers living in primitively agrarian societies up to our technologically advanced modem societies. However, the lifestyles of many are maladapted, especially under our current condition of growing population density. Despite numerous attempts to reduce the threats of ecological damage, most of the global ecological problems and their long-term effects are still not under control, and are continuously getting worse (Umweltbundesamt, 1997

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“…Moreover, recent studies have taken this theme in creating and testing additional measures and defining variables in this context (e.g. Gigliotti, 1990;Schahn and Holzer, 1990;Musser and Malkus, 1994). In an alternative approach, Axelrod and Lehman (1993) addressed three domains of factors: attitudes ('I believe'), notion of efficacies ('I can') and motivational force ('I desire').…”

Section: Introductionmentioning

confidence: 99%