The document summarizes a study on environmental literacy in the Galápagos Islands school system. It finds that:
1) Environmental education is challenged by the current educational system structure, a lack of connection between education and the local environment, and missed opportunities for collaboration between formal and informal education sectors.
2) When environmental education is present, it is infrequently taught and inconsistently implemented, resulting in little development of students' environmental values and behaviors.
3) Educational leaders felt improved collaboration could provide more effective environmental education opportunities for Galápagos students.
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
Formal and informal education for sustainable developmentMark McGinley
Dr. Mark McGinley discusses formal and informal education for sustainable development. He believes education is key to making wise decisions about sustainability. He teaches ecology courses and develops curriculum to better educate students, teachers, and the public. Some initiatives include a Malaysian bat education program, a multidisciplinary science degree, and contributing to the online Encyclopedia of Earth. Dr. McGinley emphasizes the need for interdisciplinary collaboration to achieve sustainable development through education.
Perceptions of students on environmental challenge issuesAlexander Decker
- The document discusses a study that investigated students' perceptions of environmental challenge issues and their implications for science education.
- A survey was administered to 500 high school students in Ghana to understand their views on various statements related to the environment.
- The results showed that both male and female students were generally concerned about environmental issues and believed they have a role to play in protecting the environment. However, girls expressed stronger concerns about some issues like environmental problems being exaggerated.
School gardens were historically implemented in the United States to foster outdoor learning and character development in students, though their goals shifted during World War I to focus on supplementing food shortages, and contemporary school gardens aim to increase vegetable consumption, teach across academic subjects through hands-on learning, and educate students about sustainability and environmental stewardship.
This literature review examines strategies to improve nutritional awareness in secondary schools. It discusses tweaking current school food provision, such as naming vegetables used and pre-preparing fruit. Gardening and growing food can increase children's exposure to and familiarity with vegetables. Various educational approaches are also explored, like utilizing cross-curricular lessons and after school activities. The review provides evidence that small, low-cost interventions can help promote healthy eating habits among students.
Worldwide, young people are calling for the transformation of their education systems to respond to climate breakdown. Yet, in order to achieve climate justice, any new education system must understand the gender implications present. The United Nations (UN) warns that climate change hits women hardest – and that this trend is anticipated to continue. Thus, the nature of gendered environmental vulnerabilities, and their root causes, must be understood and addressed. An emerging global movement is advocating permaculture as a well-placed design tool for fostering equitable, low-carbon, sustainable and resilient educational outcomes. Employing an ecofeminist perspective, this pertinent study utilises literature review as its methodological approach to investigate the following question. What relationships exist between climate change, environmental vulnerability and gendered vulnerabilities in Africa that require consideration by environmental education? It further explores current gender inequities in environmental education in Eswatini and some transformative approaches piloted in the African region to address gendered environmental inequities in relation to education. Key issues arising from the literature are discussed with the founder of a permaculture-inspired pre-school in Eswatini. This study found that, by utilising permaculture ethics and principles, most issues arising from the literature had been accounted for by the pre-school. These results develop the case for permaculture education as a favourable educational approach for this crucial moment in human history. Further research into the viability of wider permaculture education is recommended. Having identified the key gender and environment considerations for educators in Eswatini, this study concludes that an education system seeking to support climate change mitigation and adaptation must place addressing gender inequity at the centre of its efforts.
Schoolyard Habitats: How to Guide - Part 3, Teaching with Schoolyard Habitats Sites
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document summarizes a case study conducted by students at Francis Marion University to increase recycling on campus. The students designed an experiment comparing recycling rates in student apartments that received recycling bins only, bins and recycling education, or no bins. Results showed apartments receiving bins recycled significantly more waste over time, diverting about 1/3 of the waste stream from landfills. While education did not statistically increase recycling amounts, the overall waste stream was reduced. Presenting results at conferences provided positive student feedback and recommendations to expand recycling university-wide. Challenges included bin contamination and limited physical plant support. Overall, the study demonstrated students will recycle given the opportunity.
Formal and informal education for sustainable developmentMark McGinley
Dr. Mark McGinley discusses formal and informal education for sustainable development. He believes education is key to making wise decisions about sustainability. He teaches ecology courses and develops curriculum to better educate students, teachers, and the public. Some initiatives include a Malaysian bat education program, a multidisciplinary science degree, and contributing to the online Encyclopedia of Earth. Dr. McGinley emphasizes the need for interdisciplinary collaboration to achieve sustainable development through education.
Perceptions of students on environmental challenge issuesAlexander Decker
- The document discusses a study that investigated students' perceptions of environmental challenge issues and their implications for science education.
- A survey was administered to 500 high school students in Ghana to understand their views on various statements related to the environment.
- The results showed that both male and female students were generally concerned about environmental issues and believed they have a role to play in protecting the environment. However, girls expressed stronger concerns about some issues like environmental problems being exaggerated.
School gardens were historically implemented in the United States to foster outdoor learning and character development in students, though their goals shifted during World War I to focus on supplementing food shortages, and contemporary school gardens aim to increase vegetable consumption, teach across academic subjects through hands-on learning, and educate students about sustainability and environmental stewardship.
This literature review examines strategies to improve nutritional awareness in secondary schools. It discusses tweaking current school food provision, such as naming vegetables used and pre-preparing fruit. Gardening and growing food can increase children's exposure to and familiarity with vegetables. Various educational approaches are also explored, like utilizing cross-curricular lessons and after school activities. The review provides evidence that small, low-cost interventions can help promote healthy eating habits among students.
Worldwide, young people are calling for the transformation of their education systems to respond to climate breakdown. Yet, in order to achieve climate justice, any new education system must understand the gender implications present. The United Nations (UN) warns that climate change hits women hardest – and that this trend is anticipated to continue. Thus, the nature of gendered environmental vulnerabilities, and their root causes, must be understood and addressed. An emerging global movement is advocating permaculture as a well-placed design tool for fostering equitable, low-carbon, sustainable and resilient educational outcomes. Employing an ecofeminist perspective, this pertinent study utilises literature review as its methodological approach to investigate the following question. What relationships exist between climate change, environmental vulnerability and gendered vulnerabilities in Africa that require consideration by environmental education? It further explores current gender inequities in environmental education in Eswatini and some transformative approaches piloted in the African region to address gendered environmental inequities in relation to education. Key issues arising from the literature are discussed with the founder of a permaculture-inspired pre-school in Eswatini. This study found that, by utilising permaculture ethics and principles, most issues arising from the literature had been accounted for by the pre-school. These results develop the case for permaculture education as a favourable educational approach for this crucial moment in human history. Further research into the viability of wider permaculture education is recommended. Having identified the key gender and environment considerations for educators in Eswatini, this study concludes that an education system seeking to support climate change mitigation and adaptation must place addressing gender inequity at the centre of its efforts.
Schoolyard Habitats: How to Guide - Part 3, Teaching with Schoolyard Habitats Sites
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Elementary School Garden Programs Enhance Science Education for All Learners
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses integrating environmental education into English language instruction through content-based instruction (CBI). It argues that CBI helps students develop both language skills and knowledge about course content. The document recommends using environmental themes, as they are important global issues that can raise students' awareness and motivate learning. It provides examples of local environmental problems around the world that could be classroom topics. Finally, it notes that resources for teaching environmental education through English are increasingly available, such as textbooks with environmental chapters and online materials teachers can adapt.
Learning from Others: Synthesis of Experiences in Garden-Based Learning for School-Age Children in Five Southern African Countries
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
Role of Academic Eco Clubs to Execution of National Policies on Environmental...Malhari Survase
1. The document discusses the role of academic eco clubs in promoting environmental awareness and executing national policies on sustainability in India. It outlines India's national environmental policies and the objectives of eco clubs in creating awareness among college students.
2. The eco clubs aim to educate students on protecting the environment through various activities like tree plantations, waste management drives, and competitions. They motivate students to adopt green lifestyles and sensitize the public on environmental issues.
3. By properly coordinating and implementing different awareness programs, eco clubs can effectively promote environmental values among future generations and support the government's efforts in preserving the natural environment.
The document summarizes educational materials created by various ACS local sections in response to a presidential climate science challenge. It provides examples of activities done by the Portland, Kalamazoo, and Dallas/Fort Worth local sections, which included workshops for students and educators, interactive demonstrations at science museums, and a symposium for community college faculty. It also outlines plans to create a website to make all the educational materials more accessible and to gather additional resources from other local section winners.
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
1) The document examines connections between childhood experiences in nature and adult environmentalism. It analyzes survey responses from over 2,000 adults about their childhood nature activities and current environmental attitudes and behaviors.
2) The study uses structural equation modeling to test pathways from childhood participation in wild and domesticated nature to adult environmentalism, while controlling for demographic factors. It finds that experiences like hiking, camping, and gardening as a child correlate with stronger environmental attitudes and behaviors as an adult.
3) Prior research also links childhood time outdoors to later environmental preferences, knowledge, and occupations. However, this study considers long-term influences on a representative population, not just environmental professionals.
This document describes an experimental project in Italian schools that aims to promote intercultural education and biodiversity through green classrooms. The project involves transforming an area of land at a primary school in Martina Franca, Italy into an outdoor classroom based on biodiversity and cultural diversity principles. Students participate in lessons in the green classroom and complete pre- and post-questionnaires to evaluate the impact on their environmental and social attitudes and behaviors. The goal is to educate students about the importance of biodiversity and cultural diversity through hands-on experiences in the outdoor classroom.
Role of Educational Books and Materials in Gaining Geographical Concepts in E...inventionjournals
The aim of this study was to investigate the impact of educational books and materials of helping children learn geographical terms in the early childhood period. This study was conducted as a pretest-posttest control group, experimental model. The participants were a total number of 141 children (78 girls and 63 boys). In order to achieve the objectives, program goals of preschool, primary 1th and 2nd grades‟ education have been identified primarily. Then 51 items, concepts consisting of physical and human geography such as the Solar System and the Earth, Turkey and other countries, landforms, climate, population and settlement, energy sources were prepared in order to measure the achievements. „Geographical Concepts Test‟ (GCT), was applied to a number of 293 children who passed the primary 1 th and 2nd grades. The reliability coefficient of the test results (KR 20) was found to be 0.71 for preschool, 0.85 for 1st grade and 0.73 for 2nd grade. The finding indicated a valid and reliable instrument of the developed test to measure levels of children‟s geographical knowledge. After having ready the geographical conceptual tools an training program was prepared which attempted to utilise educational books and materials. Before carrying out the program, it was found that the experimental and control groups‟ pretest average scores did not differ (p>. 05). After carrying out the training program, it was found that all grades‟ experimental and control groups‟ posttest average scores about physical geography differed (p>. 05). The preschool and primary 2nd grade children‟s experimental and control groups‟ posttest average scores about human geography also differed (p<.>. 05). As a result, these differences showed that the training program worked by using educational books, toys, replicas of tools and equipment. Hence this research model is to be tested in other groups and environments.
1) The study examined the environmental awareness among 100 B.Ed. teacher trainees from 4 colleges in Haryana.
2) It found no significant difference in environmental awareness between male and female trainees or between science and arts stream trainees.
3) However, it did find that urban trainees had significantly higher environmental awareness than rural trainees.
Kyle Lewis graduated from Fort Lewis College with honors in geology and accepted a position with a mining company in Arizona. He will visit family and climb mountains in Colorado before starting his new job. Students from Guadalupe Elementary and Antonito Middle School helped clean an illegal dumpsite and participated in Earth Day activities, including planting 200 trees and shrubs for 36 families in the San Luis Valley. The tree planting event was supported by teachers at the schools and members of the community. Students are now gaining gardening experience by planting vegetables at the Antonito School and Community Garden.
Camp Kinomaage is a week-long, hands-on science summer camp held at the University of Michigan Biological Station on Douglas Lake, near Pellston, Michigan for middle school students from Michigan Native American tribes.
This document provides an introduction and curriculum for a high school energy and climate change program. It includes 9 lessons that teach students about topics like conducting energy audits, greenhouse gases, renewable energy sources, and developing an action plan. The goal is to strengthen students' understanding of energy and climate change concepts while also reducing the environmental footprint of their school. Case studies showcase how student projects have already led to meaningful changes at some schools that have implemented similar programs in the past.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
The document provides an overview of the "Into the Redwood Forest" environmental education program for 3rd-5th grade students. The program takes students on a journey to learn about redwood forest ecology through classroom lessons and a field trip to Muir Woods National Park. It details the program curriculum, student activities, education standards addressed, and roles of teachers, students, and park staff in making the program a success.
Curricular initiiatives in india after ncf 2005 by by Garima Tandongarimatandon10
This document discusses several initiatives taken in India to improve science curriculum after the National Curriculum Framework (NCF) 2005. It describes the Indian Institutes of Science Education and Research (IISERs), which are premier institutions for science education and research. It also discusses the National Institute of Science Education and Research (NISER) and its programs. Additionally, it summarizes Project Eklavya, an initiative to increase access to private schools for disadvantaged children, and the Biological Sciences Curriculum Study (BSCS), which developed an influential 5E instructional model for science lessons.
School Garden Pedagogies
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Child in the Garden: An Evaluative Review of the Benefits of School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses integrating environmental education into English language instruction through content-based instruction (CBI). It argues that CBI helps students develop both language skills and knowledge about course content. The document recommends using environmental themes, as they are important global issues that can raise students' awareness and motivate learning. It provides examples of local environmental problems around the world that could be classroom topics. Finally, it notes that resources for teaching environmental education through English are increasingly available, such as textbooks with environmental chapters and online materials teachers can adapt.
Learning from Others: Synthesis of Experiences in Garden-Based Learning for School-Age Children in Five Southern African Countries
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
School gardens provide numerous benefits to students such as increased self-esteem, sense of responsibility, relationships with family, and parental involvement. Gardening also promotes higher quality learning as students learn better through active involvement. It enhances learning for all students, including those with learning disabilities. Gardening fosters parental involvement and can help meet New York state learning standards in areas like mathematics, science, health, and social studies by increasing knowledge in these areas.
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
Role of Academic Eco Clubs to Execution of National Policies on Environmental...Malhari Survase
1. The document discusses the role of academic eco clubs in promoting environmental awareness and executing national policies on sustainability in India. It outlines India's national environmental policies and the objectives of eco clubs in creating awareness among college students.
2. The eco clubs aim to educate students on protecting the environment through various activities like tree plantations, waste management drives, and competitions. They motivate students to adopt green lifestyles and sensitize the public on environmental issues.
3. By properly coordinating and implementing different awareness programs, eco clubs can effectively promote environmental values among future generations and support the government's efforts in preserving the natural environment.
The document summarizes educational materials created by various ACS local sections in response to a presidential climate science challenge. It provides examples of activities done by the Portland, Kalamazoo, and Dallas/Fort Worth local sections, which included workshops for students and educators, interactive demonstrations at science museums, and a symposium for community college faculty. It also outlines plans to create a website to make all the educational materials more accessible and to gather additional resources from other local section winners.
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
School gardening has numerous benefits for students including increased self-esteem, sense of responsibility, relationships with family and parents, and parental involvement. Students learn more effectively when actively involved in the learning process. Gardening also enhances learning for students with disabilities and fosters parental involvement. Gardening can meet New York state learning standards in areas like math, science, and technology. Students who participate in gardening score higher on science tests and have more positive attitudes about the environment. Gardening also increases knowledge of nutrition, plant ecology, and gardening while fostering more positive attitudes towards fruits and vegetables.
1) The document examines connections between childhood experiences in nature and adult environmentalism. It analyzes survey responses from over 2,000 adults about their childhood nature activities and current environmental attitudes and behaviors.
2) The study uses structural equation modeling to test pathways from childhood participation in wild and domesticated nature to adult environmentalism, while controlling for demographic factors. It finds that experiences like hiking, camping, and gardening as a child correlate with stronger environmental attitudes and behaviors as an adult.
3) Prior research also links childhood time outdoors to later environmental preferences, knowledge, and occupations. However, this study considers long-term influences on a representative population, not just environmental professionals.
This document describes an experimental project in Italian schools that aims to promote intercultural education and biodiversity through green classrooms. The project involves transforming an area of land at a primary school in Martina Franca, Italy into an outdoor classroom based on biodiversity and cultural diversity principles. Students participate in lessons in the green classroom and complete pre- and post-questionnaires to evaluate the impact on their environmental and social attitudes and behaviors. The goal is to educate students about the importance of biodiversity and cultural diversity through hands-on experiences in the outdoor classroom.
Role of Educational Books and Materials in Gaining Geographical Concepts in E...inventionjournals
The aim of this study was to investigate the impact of educational books and materials of helping children learn geographical terms in the early childhood period. This study was conducted as a pretest-posttest control group, experimental model. The participants were a total number of 141 children (78 girls and 63 boys). In order to achieve the objectives, program goals of preschool, primary 1th and 2nd grades‟ education have been identified primarily. Then 51 items, concepts consisting of physical and human geography such as the Solar System and the Earth, Turkey and other countries, landforms, climate, population and settlement, energy sources were prepared in order to measure the achievements. „Geographical Concepts Test‟ (GCT), was applied to a number of 293 children who passed the primary 1 th and 2nd grades. The reliability coefficient of the test results (KR 20) was found to be 0.71 for preschool, 0.85 for 1st grade and 0.73 for 2nd grade. The finding indicated a valid and reliable instrument of the developed test to measure levels of children‟s geographical knowledge. After having ready the geographical conceptual tools an training program was prepared which attempted to utilise educational books and materials. Before carrying out the program, it was found that the experimental and control groups‟ pretest average scores did not differ (p>. 05). After carrying out the training program, it was found that all grades‟ experimental and control groups‟ posttest average scores about physical geography differed (p>. 05). The preschool and primary 2nd grade children‟s experimental and control groups‟ posttest average scores about human geography also differed (p<.>. 05). As a result, these differences showed that the training program worked by using educational books, toys, replicas of tools and equipment. Hence this research model is to be tested in other groups and environments.
1) The study examined the environmental awareness among 100 B.Ed. teacher trainees from 4 colleges in Haryana.
2) It found no significant difference in environmental awareness between male and female trainees or between science and arts stream trainees.
3) However, it did find that urban trainees had significantly higher environmental awareness than rural trainees.
Kyle Lewis graduated from Fort Lewis College with honors in geology and accepted a position with a mining company in Arizona. He will visit family and climb mountains in Colorado before starting his new job. Students from Guadalupe Elementary and Antonito Middle School helped clean an illegal dumpsite and participated in Earth Day activities, including planting 200 trees and shrubs for 36 families in the San Luis Valley. The tree planting event was supported by teachers at the schools and members of the community. Students are now gaining gardening experience by planting vegetables at the Antonito School and Community Garden.
Camp Kinomaage is a week-long, hands-on science summer camp held at the University of Michigan Biological Station on Douglas Lake, near Pellston, Michigan for middle school students from Michigan Native American tribes.
This document provides an introduction and curriculum for a high school energy and climate change program. It includes 9 lessons that teach students about topics like conducting energy audits, greenhouse gases, renewable energy sources, and developing an action plan. The goal is to strengthen students' understanding of energy and climate change concepts while also reducing the environmental footprint of their school. Case studies showcase how student projects have already led to meaningful changes at some schools that have implemented similar programs in the past.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
The document provides an overview of the "Into the Redwood Forest" environmental education program for 3rd-5th grade students. The program takes students on a journey to learn about redwood forest ecology through classroom lessons and a field trip to Muir Woods National Park. It details the program curriculum, student activities, education standards addressed, and roles of teachers, students, and park staff in making the program a success.
Curricular initiiatives in india after ncf 2005 by by Garima Tandongarimatandon10
This document discusses several initiatives taken in India to improve science curriculum after the National Curriculum Framework (NCF) 2005. It describes the Indian Institutes of Science Education and Research (IISERs), which are premier institutions for science education and research. It also discusses the National Institute of Science Education and Research (NISER) and its programs. Additionally, it summarizes Project Eklavya, an initiative to increase access to private schools for disadvantaged children, and the Biological Sciences Curriculum Study (BSCS), which developed an influential 5E instructional model for science lessons.
School Garden Pedagogies
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Child in the Garden: An Evaluative Review of the Benefits of School Gardening
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Pilot study on curriculum inceptionStudent’s NameInstituti.docxmattjtoni51554
Pilot study on curriculum inception
Student’s Name
Institution
Date
Introduction
Curriculum development is very important in a dynamic and ever changing social and economic environment (Zilian, 2013).. Every school should ensure that its curriculum helps the students meet the emerging needs in the society. The paper will describe some of the factors to consider in a pilot study designed to introduce a better curriculum in Chesapeake. Some of the factors that will be considered include the geographical location, the demographic features, the cultural influence, and existing state policies. The analysis will be based on the fact that integration of classroom requirements along with community needs can dovetail into student activities to promote and strengthen student interest in our actual geographical place .
Geographic factors
Chesapeake is located in Virginia. This is a place where anglers, boaters, canoeists, and wildlife observers can find plenty of recreational opportunities. There are several tributaries in the region. Such tributaries are source of water supplies and fishing lakes. The Intracoastal Waterway flow through Chesapeake. There are also a canoe trail, and observation tower. The region is also adjacent to the Great Dismal Swamp National Wildlife Refuge, which is made up of 107,000b acres of forested wetlands. There are 200 species of birds and around 58 species of turtles, lizards, salamanders and frogs.
Understanding the geography of the place is crucial as far as the analysis of curriculum effectiveness is concerned because it will give an insights as to whether the curriculum prepares the students on environment and ecology and related hazards such as hurricanes and ice. One of the teachers once quoted that “Environmental Science is useless unless students know how they are connected to the natural environment and why it’s worth protecting. Kids are used to hearing words—it’s experiences that really influence them to change.” The pilot study will try to see if the curriculum connects students to the natural environment or not.
Demographic factors
Chesapeake is home to a population of roughly 214,725 residents, encompassing a racial demographic identical to that of the River Walk Community. The Chesapeake public schools are an excellent school district, with a dropout rate of 1.93 percent. This is far much lower than the national average. The district comprises of 27 primary or elementary schools (Eladrel Technologies, LLC 2011), 11 middle schools and eight high schools. This means that the total number of schools in Chesapeake is 46. The district is predisposed to hazards such as hurricane, snow, ice and extreme heat. The number of full-time teaches is 2130 and the total number of students is 39,883. This implies that the average student/teacher ratio is 18.72. The schools are culturally diversed. It is made up of 151 American Indians/Alaska Nativee, 1295 Asian, 1401 Hispanic, 14, 026 Blacks, 21, 846 whites (El.
The study investigated how participants of the Rivers to Reefs teacher workshop integrated environmental topics into their classrooms. The researchers interviewed 8 past participants. They found that teachers integrated minimal environmental topics or lessons due to feeling obligated to strictly follow science standards and emphasis on standardized tests. Teachers also had difficulty connecting the coastal workshop experience to their local classrooms. Perceived barriers included lack of time, restrictions on field trips, and teaching outside the traditional classroom. The results suggest workshops need to provide clearer connections between content and classroom instruction to maximize environmental education integration.
This study sought to measure the environmental awareness and practices of 100 public secondary school science students in Zambales, Philippines. The results showed that the students have a very good understanding of key environmental concepts and issues. They are also very sensitive to environmental problems and often take action to address them. A moderate correlation was found between students' environmental practices and high levels of engagement. The study recommends schools support programs to maintain students' environmental awareness and institutionalize advocacy through student organizations and science clubs. It also proposes implementing an ecological management plan to further enhance students' environmental commitment.
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
Creating and Maintaining High Quality, Sustainable Healthy Learning Environments for Students and Teachers in Global Schools
The research reports on relationships between ecological and health conditions in learning environments involving 1) teacher effectiveness, 2) student achievement, and 3) health of teachers and students. We argue these conditions present implications for transforming learning environments into healthy, safe places for teachers and learners. Findings on ecological conditions in schools show there could be health risks. Methodology is shared to gather evidence on potential adverse effects of ecological conditions on teachers and students in schools. Conclusions suggest that failure to acknowledge problems involving infrastructure, environmental conditions and impact on health could result in adverse affects for teaching and learning.
Increasing students’ environmental attitude through Visual and Performance Ar...INNS PUBNET
Visual and performance arts are effective media of communicating environmental and ecological issues. The need for effective communication to increase collective action and environmental attitude of students is the most pressing in the context of deteriorating environment. To assess the effectiveness of visual and performance arts as media of increasing environmental attitude of students, this study was conducted. It employed experimental research design. The participants of the study were the randomly sampled college students taking up MAPEH courses in one campus of a state university in region 02, Philippines. Result of the study showed that employing visual and performance arts learning activities are interesting. Ultimately, the used of visual and performance arts learning activities significantly increased the environmental attitude of students along attitude towards nature enjoyment, support for conservation policies, human utilization of nature, and attitude towards personal conservation behavior. Allowing the students to be exposed to the different environmental-based visual and performance arts learning activities where their direct learning experience is involved significantly increased their environmental construct. Further, the results reveal that both visual and performance-based learning activities developed positive environmental attitudes, greater environmental awareness, increased knowledge and understanding of nature, and are more likely to participate in environmental stewardship activities.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
This document discusses a study on the implementation and participation levels of Project Carbon Neutral (PCN) at De La Salle Lipa in the Philippines. Some key points:
1) PCN was launched in 2009 by De La Salle Philippines to measure the carbon footprint of Lasallian schools and achieve carbon neutrality. However, no baseline study had been done on implementation levels or community participation.
2) A survey was conducted of 300 De La Salle Lipa community members. It found that PCN's mitigation measures were often implemented and the community often prioritized it. Community participation levels were moderate as members often prioritized and supported PCN activities.
3) An action plan and monitoring
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
In response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
This document discusses a study on the implementation and participation levels of Project Carbon Neutral (PCN) at De La Salle Lipa in the Philippines. Some key points:
1) PCN was launched in 2009 by De La Salle Philippines to measure and reduce the carbon footprint of Lasallian schools with the goal of achieving carbon neutrality.
2) The study surveyed 300 members of the De La Salle Lipa community and found that PCN's mitigation measures are often implemented and priority is often shown, though participation levels are described as moderate.
3) An action plan and monitoring/evaluation plan were drafted to address issues and track progress going forward.
Study Of Achievement in Environmental Studies, Family Environment and Learnin...paperpublications3
Abstract: Environment in developing countries like India have been threatened by problems like poverty, pollution, overpopulation, degradation and depletion of environment. As such, the environmental protection and preservation has been an urgent need of the hour. Realizing its importance, it has been enshrined in the Constitution of India, which requires both the state and the citizen to protect, preserve and improve the environment. Considering the seriousness of the problem only inclusion in Constitution will not help a lot in preserving our environment, but the issue should be initiated at the grass root level i.e. in family, school and society. In the changing scenario of our society attitude of an individual are greatly affected by family, teachers, school environment, teaching methods, learning styles and many other factors and they all have a great impact on the personality development of the child. It is well accepted fact that healthy family environment, co-operative learning and environmental education can help a lot in the development of positive desirable attitude towards environment among future citizens.
Formal and informal education for sustainable developmentMark McGinley
This document discusses formal and informal education approaches for sustainable development. It summarizes the speaker's background in ecology and recent focus on science and environmental education. It then outlines the speaker's work developing elementary school curriculum around Malaysian bat ecology, training teachers, and offering university courses. It also discusses informal education through a summer teen program and an online environmental encyclopedia. The speaker emphasizes the need for interdisciplinary collaboration and a long-term perspective to achieve sustainability education goals.
Implementation of Environmental Education Policies in the Hinterlands of Nort...ijtsrd
The perceptions of the faculty members, school officials and students in terms of the implementation of the environmental education policies in the hinterlands of Northern Samar specifically in Silvino Lobos, Northern Samar were analyzed in this work. A positive response on waste reduction and management and a rejection on the use of plastics and individual bulk packaging of products from suppliers were manifested. Further perceived was the disliking of artesian well as the source of water agreed on the composting biodegradables and the segregating waste in academic institutions and proper sealing of hazardous wastes before disposal. Eight 8 environment themes were integrated in the curriculum specifically in Music, Health and Physical Education, English, Social Studies, Filipino, and Mathematics, which run counter to the non availability of a general policy on environment by the local government unit. Environmental policy must be reflected in the vision and mission of the local government unit, as the schools follow and implement certain operational standards that are environment friendly, and integrate environmental education in most of the subjects. Felisa P. Lucero-Sanico ""Implementation of Environmental Education Policies in the Hinterlands of Northern Samar"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd22930.pdf
Paper URL: https://www.ijtsrd.com/other-scientific-research-area/enviormental-science/22930/implementation-of-environmental-education-policies-in-the-hinterlands-of-northern-samar/felisa-p-lucero-sanico
Schoolyard Habitats: How to Guide - Part 7, Appendix
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
1) Science education aims to develop students' knowledge of natural and human systems through observation and experimentation. It also seeks to cultivate skills like critical thinking.
2) Environmental literacy teaches how ecosystems and human activities interact, and empowers citizens to make informed decisions about environmental issues.
3) For citizens to understand complex issues like climate change, water resources, and biodiversity loss, science education must illustrate how carbon, water, and other materials cycle between natural and human systems over various scales of time and space.
Background: Marine debris is a global environmental crisis. Although technical solutions to deal with marine debris have been developed, successful implementation hinges on backing from an environmentally-literate citizenry. Unfortunately, there are several barriers to building an environmentally-literate citizenry, such as low scientific literacy and politicization of environmental issues. Purpose: Environmental education (EE) among K-12 audiences is a promising social sciences pathway to promote environmental literacy (EL) among adults. EE research has identified strategies for building EL among children, including interventions that are locally based, hands-on, and action-oriented. Pairing these techniques with outreach to older generations through their children may build EL among adults through intergenerational learning, or IGL. IGL may also affect change beyond parents and impact community adults. Methods: This research investigates the community-level IGL pathway with a focus on marine debris via an EE curriculum for students in North Carolina, USA (coastal state). For this treatment-control experimental design, we recruited 36 teachers and randomly assigned them to treatment (n= 21) and control (n=15) groups. We trained the treatment teachers in the marine debris curriculum and collected pre-test data from teachers, students, and parents in Fall 2018. In Spring 2019, we collected post-test data from all groups plus a retrospective-post survey for local adults including officials in business and government. Results: This poster will provide preliminary data of child and parent views on marine debris and data from local community adults after their engagement with the students. Conclusions: Preliminary data from the year one suggest that youth have the power to change the attitudes and behaviors of adults on environmental issues. This work provides hope for the marine debris crisis and also elevates an often voiceless group in modern-day society: youth.
This document is a thesis from the Surigao del Sur State University in the Philippines that examines the use of modern instructional materials in teaching biology. It provides background on the need for effective science teaching using both knowledge and science processes. The study aims to understand the relationship between instructional materials used by teachers and student motivation, interest, and grades. It also examines how teacher knowledge impacts the effectiveness of instructional materials. The thesis presents a conceptual framework based on Bruner's ideas about instruction and will analyze teacher demographics, materials used, and their relationship to student outcomes and teacher effectiveness.
Cognizance among students for environmentdeshwal852
With the problems of Environmental degradation growing ever more pressing worldwide, we are viewing a rise in environmental concern. The green movement has been expanding rapidly in the
world. The present study is an attempt to find the level of environmental awareness among school
students. A survey was conducted in Gurgaon district. Information was gathered through a
questionnaire and assessed by using the Taj Environmental Attitude Scale (TEAS) developed by Dr.Haseen Taj (2001). A sample of 100 students was selected by random sampling technique. The result revealed that there is no significant difference in the environmental awareness of the students of
different schools.
Similar to Final-NAAEE-Conference-Poster-Amelia-Farber-2016_NMA-V2_MW (20)
1. Table I2. Participating
Organizations
Assessing Environmental Literacy in the
Galápagos Islands School System
Amelia Farber, MA Nicole Ardoin, PhD Mele Wheaton, PhD
Stanford University
Background
Methods
Results
Discussion
Future Work
Acknowledgments
Abstract
The Galápagos Islands are a UNESCO Natural World Heritage Site, thanks to
their spectacular terrestrial and marine ecosystems filled with unique species
assemblages. These striking ecosystems draw numerous researchers and
more than 120,000 travelers annually, and the islands are also home to more
than 30,000 residents. Galápagos offers formal and informal opportunities for
engaging in concepts related to science and the environment; however, these
systems have often been overlooked, and perhaps underutilized, as resources
for building the environmental literacy and engagement of Galápagos
residents. This study set out to investigate perspectives on environmental
literacy of local educators and educational leaders in formal and informal
learning environments. Through our collected data, we investigate the
complexities of various perspectives on environmental literacy and the related
complications of environmental education provision in Galápagos. We also
review the current state of environmental literacy and explore how it might
be supported through formal/informal sectorial collaboration. We discuss the
implications for residents living alongside a national park and World Heritage
Site, emphasizing the importance of environmental literacy for continued
conservation and protectionof the islands.
Special thanks to Professors William Durham and Rodolfo Dirzo for incredible academic
guidance and support. Thanks to FUNDAR Galápagos, Hacienda Tranquila, and the
Galápagos School District for providing initial access and also helping facilitate the data-
collection process. For ongoing support, we appreciate the Galapagos Conservancy; we
also appreciate the following Stanford funding sources: the Stanford Woods Institute for
the Environment, the Beagle II Award, Undergraduate Advising and Research, and the
Goldman Honors program.
References
Contact
• Analyze results from a parallel study conducted with Galapagos
students. This analysis is in process based on data gathered
using the Middle School Environmental Literacy Survey (MSELS).
The survey was implemented with more than 500 students at
the same time as the interviews were being conducted with
educators, administrators, and community educationalleaders.
• Conduct a follow-up study to explore whether and in what ways
current changes in the school system (related to a larger,
national curriculum revision) or increased offerings of
professional development have impacted students’
environmentalliteracy.
Amelia Farber agfarber6@alumni.stanford.edu
Nicole Ardoin nmardoin@stanford.edu
Mele Wheaton melew@stanford.edu
• The findings suggest that environmental education in the
Galápagos is challenged by: (1) the current educational system
structure; (2) the lack of connection (or weak connections)
between environmental education experiences and the local
environment—this disconnection provides ample opportunities
for enhancing environmental literacy; and finally (3) missed
opportunities for deeper and more meaningful connections
between the formal and informal sectors.
1.Ardoin, Nicole et al. (2014). Using digital photography and journaling in evaluation of field-based environmental education programs. Studies in Educational
Evaluation, Vol. 41: 68-76.
2. Ardoin, N.M.,Thomsen, J.,Gould, R. In prep. Considerations for Selecting and Grouping Pro-Environmental Behaviors.
3. Ardoin, N.M. et al. (2013). Influencing Conservation Action: What Research Says About Environmental Literacy, Behavior, and Conservation Results. Washington,DC:
Audubon
4. Barriga, Patricio. Personal Communication. President of FUNDAR-Galápagos. 2014
5. Bassett, Carol Ann (2009). Galápagos at the Crossroads. Washington D.C.: National Geographic Society.
6. Blum, Nicole (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development,
Vol. 28, No. 3: 348-358.
7. Borchers, Claudia et al. (2013). Environmental Education in Côte d'Ivoire/West Africa: Extra-Curricular Primary School Teaching Shows Positive Impact on
Environmental Knowledge and Attitudes. International Journal of Science Education, Part B, Vol. 4,No. 3: 240-259.
8. Boullion, Lisa M, and Louis M. Gomez (2001). Connecting School and Community with Science Learning: Real World Problems and School – Community Partnerships
as Contextual Scaffolds. Journal of Research in Science Teaching, Vol. 38, No. 8, pp 878-898
9. Brewer, Carol (2002). Conservation Education Partnerships in Schoolyard Laboratories: A Call Back to Action. Conservation Biology, Vol. 16, No. 3, pp 577-579
10. Bradley, Jennifer Campbell, Waliczek, T. M., and Zajicek, J. M. (1999). Relationship Between Environmental Knowledge and Environmental Attitude of High School
Students. The Journal of Environmental Education, Vol. 30, No. 3: 17-21.
11. Ceaser, Mike (2006). Making Waves on Galápagos. Chronicle of Higher Education, Vol. 52,Issue 41
12. Galápagos Conservancy. Education. The Galápagos Conservancy. http://www.galapagos.org/about_galapagos/people-today/
13. De Roi, Tui (2009). Galápagos: Preserving Darwin’s Legacy. Firefly Books: New Zealand.
14. Dori, Yehudit J., and Tal, Revital T. (1998). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Informal Science: 95-113.
15. Ernst, Julia, and Monroe, Martha (2004). The effects of environment-based education on students’ critical thinking skills and disposition towards critical thinking.
Environmental Education Research, Vol. 10, No. 4: 507-522.
• Using a modified ethnographic approach, we employed participant observation
and conducted semi-structured interviews with two groups of participants: (1)
principals of participating schools on three islands, and (2) leaders within
environmentallyfocused NGOs/governmental organizations.
• Interviews were transcribed, and the qualitative data were coded using NVivo.
The data were preserved as qualitative and used in long form during analysis. As
appropriate,the data were quantified for reporting,at times.
The social ecosystem in Galapagos is complex, becoming increasingly so over the past
50 years, with rising numbers of people moving to the islands from mainland Ecuador
and other countries. The governmental sector on the archipelago has had to establish
systems and regulations for living on the islands, with the intention of protecting the
national park. As of 2008, an estimated 30,000 inhabitants lived on the four populated
Galapagos islands; this represented a 1300% increase from the 2,300-resident
population in 1962, just three years after the National Park was established (Gardener,
2011). However, researchers have paid much less attention to the social aspects of
Galapagos than to the ecological aspects of the islands. There is little understanding of
the baseline of environmental literacy among the population or of the environmental
education opportunities in the islands. Yet, because of the importance of human
knowledge, awareness, and environmentally related behaviors in Galápagos, it is
criticalto know how people living there learn about the environment.
In Galápagos, formal education (education that takes place primarily within a
structured, classroom setting) is constrained in terms of the resources available for
environmental education. By contrast, informal education, education occurring outside
of school settings (Eshach, 2006)—often offered by environmentally related
governmental agencies and/or NGOs—traditionally has had more resources to produce
collaborative environmental education programs. Because informal environmental
education offers activities for EE, coupling formal/informal would fill a void in the
ecosystemof available educationalopportunities.
Currently, Galápagos students have little access to environmental education
through either the formal school system or informal programs. Science curricula in
island schools rarely emphasize environmental conservation or human/non-human
relationships. There is a disconnect between local students’ education and scientific
research on the islands. Investigating this disconnection, as well as the level of
environmental education and awareness of students, might help produce more
streamlined approachesto environmental educationand conservation.
Figure 1. Highland elementary school
• When environmental education is present within formal and informal
settings,it is infused across subjects and included in science education
• Because of the infrequency and inconsistency of environmental
education, little development of environmental values or of more
sustainable environmental behavior occurs in students’everydaylives.
• School administrators and NGO managers felt that improved
collaboration would provide more in-depth and effective environmental
education opportunities for Galapagos students.
“I think that [EE] is inconsistent, or that the students
are great at identifying the inconsistencies. So, if
you teach them EE and they leave the class and go
into a society that doesn’t understand or practice
those values and concepts, the students raise the
question of inconsistency and they don’t put those
values into practice; they see them as invalid, so it is
the inconsistency of the system I think that is the
biggest challenge”(ORA5, 2014).
• Additionally, leaders recognized that teachers do not
have sufficient curriculum, class time, or outside
support programs to implement it thoroughly and
effectively.
• “[classes] are not sufficient because [...] they’re 40
minutes, and to do environmental education that
requires much more time [...] it should not be as
much in the classroom, but more outside” (SCA7,
2014)
Island School Code Number of
Students
Grades
taught
Type
Island A SCA1 177 PreK-6 Public
SCA2 656 PreK-12 Public
SCA3 846 7-12 Public
SCA4 183 PreK-8 Public
SCA5 536 7-12 Public
SCA6 422 PreK-9 Public
SCA7 1113 PreK-12 Public-private
SCA8 177 PreK-12 Private
Island B SCB1 89 PreK-12 Public
SCB2 ?? PreK-9 Public
SCB3 277 7-12 Public
SCB4 421 7-12 Public-private
SCB5 609 PreK-9 Public-private
SCB6 271 PreK-12 Private-Military
Island C SCC1 334 PreK-9 Public-private
SCC2 230 7-12 Public-private
SCC3 144 PreK-9 Municipal
Table 2. Participating Schools
Island Org. Level Type Mission Student Programs
Island
A
ORA1 Local Gov. National Park management, community
involvement and awareness
Alternativa Estudiantil; club;
funding ORA3 selective
program; field trips
ORA2 Local NGO Provide opportunities for exemplary students
to create social initiatives
Selective summer
empowerment program
ORA3 Internatio
nal
NGO Place-based outdoor education to connect
local experts and high school students (both
international and local students)
Summer selective camp; club
ORA4 Local Gov. Waste management, community awareness field trips with schools,
Alternativa Estudiantil
ORA5 Local NGO Sustainability and education-focused, created
a private, bilingual school on Island A
Support and foundation of
SCA8
ORA6 Internatio
nal
NGO Global and local conservation, recycling,
compost, beach cleans, and awareness
club, pamphlets/cartoon
Island
B
ORB1 Local Gov. Park management, community involvement
and awareness
Field trips, talks
ORB2 Local Gov. University education, community education talks
ORB3 Local NGO experiential learning, computer skills, library
services, agriculture, rehabilitation
extracurricular, camp, club
Island
C
ORC1 Local Gov. Park management, community involvement
and awareness
Summer camp, Alternativa
Estudiantil, club, talks
Initial Themes Applied Themes
Environmental Awareness Conservation; Care for environment
Environmental Behavior Recycling; Invasive species maintenance
Environmental Knowledge Transversal in classes
Science Education Single-class; Strict or limited curriculum
Environmental Values Buen Vivir; Identity of Galápagos
Table 3. Coding Themes
Table 1. Participating Organizations
Organization-Based School-Based
Awareness 3 8
Behavior 3 1
Care 11 21
Knowledge 7 8
Values 2 1
Table 4. Iterative terms used to describe environmental education
Collaboration Organization-Based School-Based
Clean up trash 7 7 3
Compost 1 0 2
Gardens 3 0 6
Invasive Species
Maintenance
7 4 6
Recycling 12 8 22
Reforestation 3 4 3
Table F2. Environmental behavior referenced by interviewees
Collaboration Organization-Based School-Based
La Reforma 8 5 10
Resources 2 0 4
Administration 16 6 20
Curriculum 7 3 13
Table F3. Reasons Environmental Education for Students has Decreased