school organizational patterns nor teacher certification programs (for high schools and middle schools) make allowance for anything that is not tied to one of the established disciplines. There is at least as much logic in associating environmentaleducation in schools with the social studies as with the natural/physical sciences, but the way that environmentaleducation has evolved has made that impractical. Thus, a major tension is unavoidable: some aspects of environmentaleducation fit into existing curricula as science, and some as social studies, but the two are not coordinated with one another. Furthermore, the complete environmentaleducation package cannot appropriately be labeled a subheading under either science or social studies, or of any subject area, but the educational system is unable to adjust to that. Further, no one believes that there is room to add a new subject, environmentaleducation, to the curriculum‖ Disinger, 2005: 5)
ABSTRACT: In the article the concept of environmentaleducation (EE) is exposed in its historical development, trends, and their similarities and differences with the Education for Sustainable Development (ESD). Expanded as regards the ESD not only as a new term, but also as a complex project with a strong component of prospective education, connected to hope, the empowerment and the action, which is based on the practical activity, adapted to the characteristics of the physical and social context, requires to work collectively, to manage changes and innovations for improving the quality of life and it tackles subjects as the reduction of the poverty, the dangers of disasters because of the climate change, the equity of gender, the social corporative responsibility and the protection of the native cultures, among others.
Abstract An e ﬀ ective educational framework is necessary to develop the engagement of children and adults with nature. Here we show how the tools for thinking framework can be applied to this end. The tools comprise 13 sensory- based cognitive skills that form the basis for formalized expressions of knowledge and understanding in the sciences and arts. These skills are explicitly taught in some curricula. We review evidence of speci ﬁ c tools for thinking in the self-reported thinking processes and in ﬂ uential childhood experiences of prominent biologists, conservationists and naturalists. Tools such as imaging, abstracting, pattern rec- ognition, dimensional thinking, empathizing, modelling and synthesizing play key roles in practical ecology, biogeo- graphy and animal behaviour studies and in environmentaleducation. Ethnographic evidence shows that people engage with nature by using many of the same tools for thinking. These tools can be applied in conservation education programmes at all levels by actively emphasizing the role of the tools in developing understanding, and using them to design e ﬀ ective educational initiatives and assess existing environmentaleducation.
In the Educational Institution «Domingo Savio» of Florence (Department of Caquetá, Colombia), with students in grades sixth through eleven and teachers, was the investigation of how it has been the teaching of Natural Science and EnvironmentalEducation under the quality Management process under the international standard ISO 9001:2008 standard that the institution is implementing in pursuit of improving the quality of education at this school. The methodological approach was the historical-hermeneutic and the type of research, systematization of experience. The data were obtained using the techniques of interview, survey of open questions and the review of documents of the Quality Management System (QMS). The research was conducted in three stages: the first, correspond to the time when the process begins Quality Management; the second, concerns to the implementation of the QMS, and the third, incumbent to the actuality time. The categories of analysis or systematic axes were: teaching and learning processes, the role of teacher, the role of the student, learning environments and evaluation applied by teachers of Science, during and after the implementation period. The results show that
Adopting an environmentaleducation strategy for proper disposal of batteries contributes to the generation of changes and commitments regarding the sustainability of the environment. Everything revolves around the idea of progress, especially technology where this progress moves between two infinities: the infinite resources of the Earth and the infinite future. It was thought that the planet was inexhaustible in its resources and that we could move indefinitely in the direction of the future. Crisis consciousness recognizes that resources have limits because they are not all renewable; the indefinite future growth is impossible, because you cannot universalize the growth model for all and forever (Boff, 2002, p. 25).
The Trust has also developed a pro- gramme titled B.E.A.C.H., which is the acro- nym for Building Environmental Awareness and Appreciation of Coastal Habitats. This programme is the umbrella under which all environmental awareness and education proj- ects of the Trust will take place. The scope of the B.E.A.C.H. programme will span primary and secondary schools, youth groups and the community at large. Under this programme, the Trust has begun educating primary and second- ary school students about the marine environ- ment. Currently, upper level secondary students are participating in a vacation programme titled “Sea, Sun and Science – a Marine Science Experience,” which exposes them to the marine environment in a hands-on manner and intro- duces them to potential career opportunities of local relevance. Some primary school students in Tobago have also been exposed to marine environmentaleducation.
This article deals with the question: what and how to assess the environmentaleducation for sustainable development? Its objective is to treat the evaluation of the educational process focusing on environmentaleducation to provide indicators to assess it in the context of school education process. The evaluation is a process relay; it offers information about the quality and the efficiency about the changes necessaries to achieve the goals. The environmentaleducation evaluation uses indicators that include the instruction and the education: knowledge, skills, and together the convictions, feelings, attitudes and behavior. The link between the instruction and the education make the process complex, because the time to evaluate the changes in the students is different, the instruction needs short times but the education is a long process and the result is difficult to observe. The evaluation of the environmentaleducation is important for the process´s development as such, and gives the necessary information to know the other component of the process behavior objective, content, method, aids and the organization forms. As part of the school educational process, the environmental
The conclusion to be drawn from these examples is that material progress is a prerequisite if humanity as a whole is to adopt a less degrading approach to the environment. But poorer societies or communities can use that knowledge or those techniques as a relative advantage and thus raise their living standards. Contradicting examples also exist: in April 2004, the press reported that Zambia’s Minister of Education had banned condom posters in schools because they encouraged premarital sexual relations, in a country where some 120,000 are killed by AIDS every year (British Broadcasting Corporation, 2004). Beyond the examples, it is clear that without the neces- sary resources, most environmentaleducation programs are not viable or subject to restrictions.
Similarly, this work which explores the concept of permaculture and its application has shown me that there are alternatives for sustainable change and different ways of finding happiness. It has opened a new horizon of possibilities. Holger Hieronomi from Tierramor has been particularly inspiring as he is an outstanding knowledgeable person who likes to share his experiences and passion for permaculture. He always had time for more questions and advises.. The process of writing this thesis has been especially challenging due to technical problems and there were times when I felt without strength to continue. Special gratitude goes to Lorena Leija and Laura Begbeder for their administrational support and to Maru, for being so patient and professional, saving my document so many times. During this time it was important to continue with the yoga and Diego Peña has offered me much motivation and perspectives in this sense. Academically I would like to thank my tutors, Adrián Moreno Mata and Juan Carlos Torrico for their input, ideas and their patience. Dr. Aquilar, my assessor, has saved me in the last minute and made it possible to present this thesis in the given time frame. Lucy Nieto has formed my knowledge relating to environmentaleducation and inspired me with conceptional maps.
Numerous documents have analysed the situation of EE over the years and shown the need for teacher training in this field. In France, for example, a report commissioned by several ministries to develop a future strategy for sustainability notes that ESD cannot be carried out effectively without supporting teacher training efforts (Bregeon, Fau- cheux, & Rochet, 2008). Similarly, an earlier report suggests that teacher training is a necessary requirement for successful education in this area (Bonhoure & Hagnerelle, 2003). Furthermore, the need for this type of training is highlighted in some research conducted within higher education. The incorporation of ESD into the curricula of pre- service teacher training ensures the promotion of sustainability amongst future citizens. This education could be promoted through the teaching of science (Madhawa Nair, Rashid Mohamed, & Marimuthu, 2013), scientific experimentation (Karpudewan, Ismail, & Mohamed, 2009) and initiatives (Henze, 2000) related to Agenda 21 (UN, 1992). However, a case study conducted in five faculties of education in Manitoba Canada noted that, despite the relevant efforts made for the integration of this education into pre-service teacher education institutions, ESD has been poorly incorporated into the curriculum (Falkenberg & Babiuk, 2014). This context, or lack of, invites us to wonder about the state of the art in pre-service teacher training regarding EE. It is important to be acquainted with the evidence and the existing body of knowledge in this area, not only for the construction of cumulative scientific knowledge, but also to support opening new areas of inquiry.
What will kind of education that branch or complement ?, what are the purposes of each ?, What theoretical and methodological aspects characterize what are the foundations and pedagogical trends are are that sustain? How they have developed in Venezuela? To answer these questions a documentary research was developed in order to analyze the historical journey of EE and ESD under international guidelines, its fundamentals and trends. The methodology used for the research was content analysis, establishing four categories: key concepts, implicit and explicit theories, paradigm and educational trends grouped in dimensions. The results were organized following the technical description and the conceptual system of Grounded Theory (Strauss & Corbin, 2002). Are obtained as a result the state of the art of EA and EDS in four decades, both described from the properties that characterize the dimensions: conceptual, institutional and pedagogical.
Ekovongo is a rural community whose population builds their experiences in a close relationship with the earth and other elements that inhabit nature. In recent decades Ekovongo has registered an accelerated degradation of the environment mainly caused by unregulated exploitation of forests, carried out by producers of charcoal, for their commercialization. Whose effects are felt in the impoverishment of the soil, and therefore in low agricultural productivity. In the framework of the doctoral thesis on the theme: Education and Development in Ovimbundu Communities in Angola: Ethnographic Study of the Community of Ombala Ekovongo/Bié , still in progress at the University of Santiago de Compostela, were formulated among others the goals of preserving the local culture and the environment. This article aims, on the one hand, analyze the environmental problematic in their common aspects; on the other, to identify environmental problems that the community faces today and the traditional knowledge that guide the relationship between comunarios and other natural beings, as development factors, which in essence make up the social representations of Ekovongo people around the environmental problematic.
The Environmental Center of Pena and the Environmental Center of Loulé were created in order to respond to local needs in terms of environmentaleducation and awareness. This initiative was born in 1992, as a result of a partnership between the Municipality of Loulé and the Almargem Association. 2009/2010 marked a key achievement: the volume of environmentaleducation activities held annually was greater than a hundred and the number of visitors was higher than two thousand. In this article we describe the work in the Environmental Centers, the methodology that we used and the results obtained since 2007/2008 until the present. Climate change is a transversal and recurrent area in the actions that we usually promote. In 2008/2009 we held the first project dedicated to climate change and, from 2011/2012 until the present, we started the project “Meteorological Station” which was followed by a high- school class (key stage 3) in 2014/2015, in connection with the Eco-Schools program. For us, climate change is a priority, constitutes a powerful educational component of the themes that we explore daily and will continue to play an important role in the future.
rebound in basic images, central, symbolic, archetypal, with which we identify, or that relate to us in some way. Such characteristics can, in many ways, contribute to the work with environmentaleducation, in order to sensitize students through the use of sounds and images, for example. The videos were used in order to illustrate, discuss and expand knowledge on the environmentaleducation. The research allowed a thorough analysis of the instruments
The Universidad Pedagogica Nacional has distinguished itself since its creation decree as a training institution for education professionals, this requires that it strengthens all its substantive functions (teaching, research, management, extension and dissemination) in relation to the environment axis, since their graduates of the Degree in Educational Intervention will be able to influence in several educational fields, because the socio-educational intervention can attend the cultural, social and educational modalities. The areas that can be affected are: free time; adult education; specialized education and socio- occupational training, which includes areas such as environmentaleducation, health, peace, adult, permanent, compensatory, for the elderly, for the media and community development (UPN, 2002), without However, it is worrisome that almost twenty years ago it was identified as a need to include the environmental axis transversally throughout the curriculum, it has not yet been possible to cover it; It is necessary to propose pedagogical strategies that strengthen both the work in environmentaleducation and the training of teachers in the area. Therefore, the results obtained in this research are valid arguments for the design of an EnvironmentalEducation Program that includes the strengthening of teaching strategies for the participating actors, since the teacher's performance as an environmental manager requires the development of skills to plan, organize, undertake actions, evaluate, monitor the generated processes and systematize and disseminate the experiences that are generated for the solution of environmental problems. The relevance of the role of teachers is the responsibility and dedication in the educational task, it is he who puts into practice the plans and study programs designed specially to promote the overall development of students. The limitations of this study is that it was only a comparative and descriptive study, more quantitative than qualitative, the latter because the sample selection was convenient for both teachers and students; the previous thing would be strengthened with an interview to the teachers that reflects its experience in the pedagogical and didactic scope, as well as the knowledge about the subjects related to the care of the environment, will be interesting to obtain from the teachers its commentaries about the barriers and facilitators to strengthen environmental competences, and comply with the transversal focus of the environmental axis in the Bachelor's Degree in Educational Intervention.
expressão EnvironmentalEducation (Educação Ambiental) surgiu formalmente três anos depois da publicação da obra de Carson durante uma Conferência de Educação levada a cabo pela Universidade de Keele, na Grã- Bretanha, onde, entre outras temáticas, se chegou a consenso sobre a necessidade dos problemas ambientais serem incorporados como matéria educativa nos planos pedagógicos formais. As mesmas conclusões foram alcançadas poucos meses depois, já em 1966, pela Assembleia Geral da ONU que considera a Educação Ambiental no Pacto Internacional sobre os Direitos Humanos. No entender de Cavaco (1992: 21) “é no ambiente de inquietação e criatividade de 1968 que em diversos países se evidencia a atenção que a Educação Ambiental passou a merecer e se dão passos decisivos para a sua institucionalização”. Pese embora estes factos, há que referir que já em 1948 num encontro da União Internacional para a Conservação da Natureza (UICN 6 ) que decorreu em Paris, tinha sido utilizada a expressão “Educação Ambiental” (Fernandes,