2. A process which promotes the analysis and understanding of environmental
issues as the basis for effective education, problem-solving, policy-making and
management. – North American Association for Environmental Education
Increases public awareness and knowledge about environmental issues,
provides skills needed to make informed and responsible decisions, teaches
individuals how to weigh various sides of an environmental issue and does not
advocate a particular viewpoint or course of action. – US EPA
A process involving life-long learning as we come to understand the
complexity of our natural world and environmental issues, using various
approaches for individual and societal decision-making based on knowledge
integrated from various disciplines, and resulting in our own attitudes and
action strategies to make a difference in the world. – Environmental Education
Council of Ohio
3. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
4. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
5. Questioning and Analysis Skills
◦ Ability to ask questions, speculate, hypothesize, seek, analyze
and evaluate information.
Knowledge of Environmental Processes and Systems
◦ Biological change, cycles, biodiversity
◦ Human interactions with the environment
◦ Cultural, political and economic systems
Skills for Understanding and Addressing Environmental Issues
Personal and Civic Responsibility
6. Is environmentally literate.
Knows the goals, theory, practice and
history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
7. Fundamental Characteristics and Goals of EE
◦ 1975 UNESCO-UNEP, Belgrade Charter – Goal of EE is to develop
a world population that is aware of, and concerned about, the
environment and its associated problems, and which has the
knowledge, skills, attitudes, motivations and commitment to
work individually and collectively toward solutions of current
problems and the prevention of new ones.
◦ 1977 UNESCO, Tbilisi Declaration
How EE is implemented in formal and informal programs
8. The Evolution of the Field
◦ Preservation and the Nature Education Movement
◦ Management and the Conservation Education Movement
◦ Environmental Quality and Environmental Education Movement
◦ Current and Emerging Issues - Ken Finch (2003 ANCA Summit)
“We have failed! We, the environmental education and nature
center professionals, have not been successful at a societal level.”
9. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional
responsibilities associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
10. Exemplary Environmental Education Practice
◦ Provide environmental education that is appropriate,
constructive and aligned with standards of the field.
◦ Identify how environmental education can be used as a tool for
curriculum standards.
Emphasis on education…not advocacy!
◦ Teach controversial issues without becoming part of the
controversy.
◦ Two Hats by John Hug
Ongoing learning and professional development.
11. Teaching Controversial Issues
Good EE is teaching how to think, not what to think.
Controversial issues can be great vehicles to help understand
public policy and how governmental institutions work.
Offer opportunities to investigate real-world problems and explore
multiple perspectives.
Demystification Strategy
Remember, EE aims to foster in learners confidence that they have
the ability to inquire, learn, analyze, decide, communicate and
participate.
Promoting your own perspective and defining a course of action is
doing an injustice to your participants and the EE field.
12. Two Hats by John Hug
Originally in Aldrich. James L. Blackburn. AM., & George. AA. 1977. The Report of the North American Regional
Seminar on Environmental Education for the Real World. Columbus, OH: SMEAC Information Reference Center.
…Environmental educators, therefore, need to be as “value fair” or “value free” as they
can when working in this role. They must scrupulously strive to get all the facts,
examine and illuminate all the viewpoints, and keep from letting their own particular
position from mixing with their educator role. My suggestion is simply that
environmental educators make an effort to clarify the two distinct roles. At every
opportunity, we should emphasize the neutral nature of environmental education.
Strong advocates are all around us, each using the techniques of persuasion and
propaganda to build their constituencies. We must, ourselves, be familiar with all sides,
stand firm for each advocate’s right to be heard, and provide a rational stage for
informed debate.
Environmental educators have the right and the duty to be environmentalists, but the
dual roles must adhere to the original premise – to keep each hat on its proper head,
while utilizing to the fullest the professional skills of the environmental educators.
13. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement
effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
14. Knowledge of Learners
Tailor instructional approaches that meet the needs of diverse
learners taking into account differences in:
◦ Cultural perspectives and socioeconomic backgrounds
◦ Age and grade level (Developmentally Appropriate Practices)
◦ Levels of knowledge and experience
◦ Special needs
◦ Developmental abilities
15. Knowledge of Instructional Approaches
Hands-on observation and
discovery
Cooperative learning
Service learning
Problem-based learning
Project-based learning
Tips for Inquiry-based
learning
Community-based action
research and problem
solving
Investigating environmental
issues
Case studies
Simulations and models
Learning cycle (5E model)
16. Knowledge of EE Materials and Resources
NAAEE Guidelines for Excellence
◦ Guidelines for the Preparation and Professional Development of
Environmental Educators
◦ Excellence in EE: Guidelines for Learning (K -12)
◦ Nonformal EE Programs: Guidelines for Excellence
◦ Early Childhood Environmental Education Programs: Guidelines
for Excellence
◦ Environmental Education Materials: Guidelines for Excellence
17. Technologies that assess learning.
◦ Use variety of tools or technology to help with observation,
measurement and monitoring.
Settings for Instruction
◦ Understand importance of a safe, conducive learning environment.
◦ Link content to learner’s immediate surroundings and experiences.
Curriculum Planning
◦ Integrate EE into curriculum, programs or organization’s mission.
◦ Demonstrate links between EE and standards in science, math,
social studies, geography and language arts.
18. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a
climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
19. A climate for learning about and exploring the environment.
◦ Incorporate first hand experiences.
◦ Foster clear and independent thinking.
An inclusive and collaborative learning environment
Flexible and responsive instruction
◦ Modify instructional plans and approaches when appropriate.
◦ Take advantage of “teachable moments."
20. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment
to make assessment and evaluation integral to
EE learning process.
21. Learner Outcomes
Assessment that is part of instruction
◦ Make expectations and program objectives clear.
◦ Encourage learners to assess own and others understandings and
skills.
Improving Instruction
◦ Use assessments to help modify and improve future programs
Evaluating Programs
22. Is environmentally literate.
Knows the goals, theory, practice and history of field.
Understands and accepts professional responsibilities
associated with delivering EE.
Knows how to design and implement effective instruction.
Knows how to foster learning, particularly a climate of inquiry.
Possesses knowledge, abilities and commitment to make
assessment and evaluation integral to EE learning process.
Questions and Comments
