Participation and Learning: Developing Perspectives on Education and the Environment, Health and Sustainability

Reid, Alan; Jensen, Bjarne Bruun; Nikel, Jutta; Simovska, Venka

doi:10.1007/978-1-4020-6416-6_1

Cited by 76 publications

(78 citation statements)

References 8 publications

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“…Studies of environmental views by school and college students come from a wide variety of fields including sociology, social psychology, pedagogical studies, and the life sciences (e.g., [7][8][9]). Social psychologists have applied knowledge from the research literatures on attitudes [10,11], conversion of environmental intentions to environmental behaviors [12], behavior-based environmental attitudes [13], moral reasoning and persuasion [14,15], reasoning about environmental dilemmas [16], commitment [17], normative influence [18], and incentives [19].…”

Section: Environmental Values In 'Sustainability'mentioning

confidence: 99%

Environmental Education: Reflecting on Application of Environmental Attitudes Measuring Scale in Higher Education Students

Kopnina

Cocis

2017

Education Sciences

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Abstract:The Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale measures environmental concern in relation to sustainable development. This article will discuss how this scale was tested with three groups of Dutch higher education students. Findings demonstrate that anthropocentric and ecocentric values are independent of the students' chosen course of study, suggesting that students attracted by the 'sustainable development' course title do not necessarily associate 'sustainability' with ecocentric aims. This article discusses why ecocentric values are beneficial to the objective of a sustainable society and proposes ways forward in which these values can be enhanced in learners.

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Section: Environmental Values In 'Sustainability'mentioning

confidence: 99%

Environmental Education: Reflecting on Application of Environmental Attitudes Measuring Scale in Higher Education Students

Kopnina

Cocis

2017

Education Sciences

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“…Further, these and other propositions suggest that EE has multiple potentially competing goals and priorities -e.g. supporting school success (Lieberman and Hoody 1998;Ernst and Monroe 2004;Norman, Jennings, and Wahl 2006;Strife 2010;Crawford and Jordan, 2013), social emancipation (Stables and Bishop 2001;Bowers 2002;Cole 2007), a means to youth development (Jensen and Schnack 1997;Reid et al 2008;Schusler and Krasny 2010), standards-based practice (Simmons 2004), or personal reflective processes (Hart, Jickling, and Kool 1999).…”

Section: Different Perspectives In Eementioning

confidence: 99%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.

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“…The research and theory described in the previous sections support tenets of ESD's Sustainable Urbanization theme, including lifelong learning, learning as participation in urban life, and learning in diverse contexts, as well as a long-standing tradition of participatory processes in environmental education (Reid et al 2008 ;Schusler et al 2009 ;Laessøe 2010 ;Laessøe and Krasny 2014 ;Laessøe and Pedersen 2014 ). Participation in urban stewardship and management also may refl ect exemplary approaches to biodiversity education, including accurate observation, identifi cation and monitoring of backyard biodiversity, habitat design, and learning about how humans both depend on and shape biodiversity (Van Weelie and Wals 2002 ).…”

Section: Case Studies Of Learning Arenas For Managing Urban Biodiversmentioning

confidence: 84%

Urban Landscapes as Learning Arenas for Biodiversity and Ecosystem Services Management

Krasny

Lundholm

Shava

et al. 2013

Urbanization, Biodiversity and Ecosystem Services: Challenges and Opportunities

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Using examples from Asia, Africa, and North America, we demonstrate how restoration and stewardship projects, including those with signifi cant community engagement, provide opportunities for environmental and biodiversity learning in cities. Although research on such programs is in its initial stages, several studies show positive impacts of urban environmental education and related fi eld science inquiry experiences on participant environmental attitudes, awareness of urban nature, science understanding, and self-effi cacy, with greater effects correlated with degree of involvement in hands-on, fi eld-based experiences. In addition, programs that actively

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Participation and Learning: Developing Perspectives on Education and the Environment, Health and Sustainability

Cited by 76 publications

References 8 publications

Environmental Education: Reflecting on Application of Environmental Attitudes Measuring Scale in Higher Education Students

Environmental Education: Reflecting on Application of Environmental Attitudes Measuring Scale in Higher Education Students

Practitioners’ perspectives on the purpose of environmental education

Urban Landscapes as Learning Arenas for Biodiversity and Ecosystem Services Management

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