Rickinson / Lundholm / Hopwood Environmental Learning

Insights from research into the student experience
2010
ISBN: 978-90-481-2956-0
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 147 Seiten

Environmental education and education for sustainable development have become features of many countries' formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students' environmental learning. The authors show how careful analysis of students' environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.

Dr Mark Rickinson is an independent educational research consultant, who specialises in research and evaluation, research reviews and research training (www.markrickinson.co.uk). He is also a Research Fellow at Oxford University Department of Education and the Policy Studies Institute, London. Between 1999 and 2005, he was a Senior Research Officer at the National Foundation for Educational Research. He is a former Chair of the Ecological and Environmental Education Special Interest Group of the American Educational Research Association and a past Coordinator of the FERN Environmental Education Research Network. Dr Cecilia Lundholm is a Research Fellow at Stockholm University Department of Education, where she is a member of the Research group on Conceptual Development (www.ped.su.se/rcd), and at the Stockholm Resilience Centre, Stockholm University (www.stockholmresilience.org). Lundholm's research interests concern communication and learning about environmental and sustainability issues in formal as well as non-formal contexts. Her projects focus on moral understanding, the understanding of natural and societal phenomena and their inter linkages, and the teaching and learning of interdisciplinary environmental education. She is engaged in the Swedish National Graduate School in Education and Sustainable Development (www.did.uu.se/gresd) funded by the Research Council's Committee on Educational Science. Dr Nick Hopwood is a Research Fellow at Oxford University Department of Education, where he has spent several years engaged in researching issues to do with environmental and geographical education, values, and learners' conceptions. Initially working in secondary schools, he has more recently developed a parallel interest in graduate (particularly doctoral) education. He is a member of GEReCo (Geography Education Research Collective) and has worked with the Geographical Association on curriculum and practice development shaped by and around young people.

Autoren/Hrsg.

Rickinson, Mark

Lundholm, Cecilia

Hopwood, Nick

Inhaltsverzeichnis

1;0000965538.pdf;1
2;0000965530.pdf;8
2.1;Introduction;8
2.1.1;Education and the Environment;8
2.1.2;The Role of Learning;10
2.1.3;The Student Experience;11
2.1.4;The Evidence Underpinning This Book;12
2.1.5;Structure of the Book;14
3;0000965531.pdf;17
3.1;What Is Environmental Learning?;17
3.1.1;Defining Environmental Learning;17
3.1.2;Box 1 Learning described as Type 1, 2 or 3;19
3.1.3;Our Framework;20
3.1.3.1;Who Is Learning;22
3.1.3.2;Where They Are Learning;22
3.1.3.3;What They Are Learning;23
3.1.3.4;How They Are Learning;25
3.1.3.5;Why They Are Learning;25
3.1.4;Box 2 Examples illustrating variation in the who, where, what, how and why of environmental learning;26
3.1.5;Summary;27
4;0000965532.pdf;28
4.1;Researching Environmental Learning;28
4.1.1;Environmental Learning – An Emerging Research Topic;28
4.1.2;Ways of Researching Environmental Learning;29
4.1.2.1;Researching Learners;30
4.1.2.2;Box 1 Example of a study focused on ‘Researching Learners’;31
4.1.2.3;Measuring Outcomes;31
4.1.2.4;Box 2 Example of a study focused on ‘Measuring Outcomes’;32
4.1.2.5;Exploring Processes;33
4.1.2.6;Box 3 Example of a study focused on ‘Exploring Processes’;34
4.1.3;Current Knowledge About Environmental Learning in Formal Settings;34
4.1.3.1;Learners in Environmental Education;34
4.1.3.2;Learning in Environmental Education;35
4.1.4;Summary;36
5;0000965533.pdf;38
5.1;Lenses for Understanding Environmental Learning;38
5.1.1;Introducing the Concept of Lenses;38
5.1.2;Introducing the Three Lenses;39
5.1.2.1;An Exercise in Imagination;40
5.1.2.2;Box 1 Hypothetical environmental learning scenario;41
5.1.2.3;Lens 1: Focus on Emotions and Values;40
5.1.2.4;Lens 2: Focus on Issues To Do with Relevance;42
5.1.2.5;Lens 3: Focus on Differing Viewpoints Among Students and Teachers;42
5.1.3;How the Lenses Came About;43
5.1.4;Why These Lenses Are Important;43
5.1.4.1;The Importance of Values and Emotions;44
5.1.4.2;The Importance of Relevance;45
5.1.4.3;The Importance of Differing Viewpoints Among Students and Teachers;47
5.1.5;Summary;48
6;0000965534.pdf;51
6.1;Dealing with Emotions and Values;51
6.1.1;Introduction;51
6.1.2;Students’ Emotions and Values as Part of the Learning Process;52
6.1.2.1;Emotional Response to Content – Disengagement and Diversion;53
6.1.2.2;Box 1 Melanie’s disengagement as a result of emotional responses to the subject matter;53
6.1.2.3;Box 2 Biology students grappling with their feelings about companies;55
6.1.2.4;Students’ Values in the Process of Understanding Concepts and Theories;54
6.1.2.5;Box 3 Examples of students’ emotions and values in learning about the concept of price;57
6.1.3;Students’ Conceptions of Values in Subject and Subject Matter;57
6.1.3.1;Scientific Literacy;58
6.1.3.2;Values in Environmental Subject Matter;59
6.1.3.3;Box 4 Biology students debating the role of values in scientific writing;60
6.1.3.4;Box 5 Ryan’s view on the role of personal opinions in geography;61
6.1.3.5;Values in Solutions to Environmental Problems;62
6.1.3.6;Box 6 Undergraduate engineers struggling with a lack of discussion about environmental solutions;63
6.1.4;Summary;64
7;0000965535.pdf;66
7.1;Questioning Relevance;66
7.1.1;Introduction;66
7.1.2;Relevance to Learners;67
7.1.2.1;Introduction;67
7.1.2.2;Relevance to Self in the Present;67
7.1.2.3;Box 1 Relevance of environmental learning to Patrik, Sara and Jenny (Lundholm study);71
7.1.2.4;Relevance to Self in the Future;72
7.1.2.5;Summary;74
7.1.3;Relevance to Curricular Context;74
7.1.3.1;Relevant to Learn About Physical or Human Phenomena;75
7.1.3.2;The Case of Matt;75
7.1.3.3;Other Learners and Contexts;77
7.1.3.4;Box 2 Aiden thinks learning about people in the rainforest is not relevant; Jo disagrees;77
7.1.3.5;Relevant to Learn About Physical and Human Phenomena;78
7.1.3.6;Physical and Human as Relevant but Separate;79
7.1.3.7;Box 3 Jenie describes both physical and human aspects as relevant, but separate;79
7.1.3.8;Physical and Human as Relevant in Interaction;80
7.1.3.9;Box 4 Lisa describes both physical and human aspects as relevant, in interaction;81
7.1.3.10;Box 5 Excerpts from Sara’s report about hurricane Ivan;82
7.1.3.11;Summary;83
7.1.4;Summary;84
8;0000965536.pdf;86
8.1;Negotiating Viewpoints Among Students and Teachers;86
8.1.1;Introduction;86
8.1.2;Differing Views of Environmental Issues;88
8.1.3;Box 1 Jenie’s and Ryan’s contrasting perspectives on a fair trade lesson;89
8.1.4;Differing Views of What Is Controversial;90
8.1.5;Laura’s difficulties with the nuclear power lesson;91
8.1.6;Box 3 Lisa’s environmental perspective on her population lessons;92
8.1.7;Differing Views of What Is Relevant;93
8.1.8;Differing Views of Empathy Tasks;94
8.1.9;Box 4 Simon’s difficulties with the rainforest role play;95
8.1.10;Box 5 Joanne and Aiden’s poems about the Kayapo Indians;97
8.1.11;Summary;98
9;0000965537.pdf;100
9.1;Enhancing Environmental Learning;100
9.1.1;Overview of Main Arguments and Findings;100
9.1.1.1;The Active Role of the Learner in Environmental Learning;101
9.1.1.2;The Centrality of Values and Emotions in Environmental Learning;101
9.1.1.3;The Potential for Student–Teacher Tensions in Environmental Learning;102
9.1.1.4;The Complexity of Students’ Experiences in Environmental Learning;102
9.1.1.5;The Multi-layered Nature of Environmental Learning and Teaching;103
9.1.2;Enhancing Environmental Learning Practices and Policies;104
9.1.2.1;Understanding and Negotiating the Emotional Dimensions of Environmental Learning;104
9.1.2.2;Accessing and Understanding Students’ Learning Experiences;106
9.1.3;Enhancing Environmental Learning Research;107
9.1.3.1;Further Research on Environmental Learning and Learners’ Experiences;107
9.1.3.2;Greater Emphasis on Emotions and Values in Environmental Learning;108
9.1.3.3;Better Use and Development of Theory in Environmental Learning;108
9.1.3.4;Broader Consideration of Life-Long Environmental Learning Contexts;109
9.1.3.5;Stronger Collaborations Between Researchers, Practitioners and Learners;109
10;0000965539.pdf;111
10.1;Anchor 1;111
10.2;Anchor 2;111
10.3;Anchor 3;117
10.4;Anchor 4;127
10.5;Anchor 5;131
10.6;Anchor 6;131
10.7;Anchor 7;132
10.8;Anchor 8;133
10.9;Anchor 9;134
10.10;Anchor 10;135
11;Index_O.pdf;143