Environmental Learning: Insights from research into the student experience

✍ Scribed by Mark Rickinson, Cecilia Lundholm, Nick Hopwood

• Publisher: Springer
• Year: 2009
• Tongue: English
• Leaves: 150
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

0000965538.pdf
0000965530.pdf
Introduction
Education and the Environment
The Role of Learning
The Student Experience
The Evidence Underpinning This Book
Structure of the Book
0000965531.pdf
What Is Environmental Learning?
Defining Environmental Learning
Box 1 Learning described as Type 1, 2 or 3
Our Framework
Who Is Learning
Where They Are Learning
What They Are Learning
How They Are Learning
Why They Are Learning
Box 2 Examples illustrating variation in the who, where, what, how and why of environmental learning
Summary
0000965532.pdf
Researching Environmental Learning
Environmental Learning – An Emerging Research Topic
Ways of Researching Environmental Learning
Researching Learners
Box 1 Example of a study focused on ‘Researching Learners’
Measuring Outcomes
Box 2 Example of a study focused on ‘Measuring Outcomes’
Exploring Processes
Box 3 Example of a study focused on ‘Exploring Processes’
Current Knowledge About Environmental Learning in Formal Settings
Learners in Environmental Education
Learning in Environmental Education
Summary
0000965533.pdf
Lenses for Understanding Environmental Learning
Introducing the Concept of Lenses
Introducing the Three Lenses
An Exercise in Imagination
Box 1 Hypothetical environmental learning scenario
Lens 1: Focus on Emotions and Values
Lens 2: Focus on Issues To Do with Relevance
Lens 3: Focus on Differing Viewpoints Among Students and Teachers
How the Lenses Came About
Why These Lenses Are Important
The Importance of Values and Emotions
The Importance of Relevance
The Importance of Differing Viewpoints Among Students and Teachers
Summary
0000965534.pdf
Dealing with Emotions and Values
Introduction
Students’ Emotions and Values as Part of the Learning Process
Emotional Response to Content – Disengagement and Diversion
Box 1 Melanie’s disengagement as a result of emotional responses to the subject matter
Box 2 Biology students grappling with their feelings about companies
Students’ Values in the Process of Understanding Concepts and Theories
Box 3 Examples of students’ emotions and values in learning about the concept of price
Students’ Conceptions of Values in Subject and Subject Matter
Scientific Literacy
Values in Environmental Subject Matter
Box 4 Biology students debating the role of values in scientific writing
Box 5 Ryan’s view on the role of personal opinions in geography
Values in Solutions to Environmental Problems
Box 6 Undergraduate engineers struggling with a lack of discussion about environmental solutions
Summary
0000965535.pdf
Questioning Relevance
Introduction
Relevance to Learners
Introduction
Relevance to Self in the Present
Box 1 Relevance of environmental learning to Patrik, Sara and Jenny (Lundholm study)
Relevance to Self in the Future
Summary
Relevance to Curricular Context
Relevant to Learn About Physical or Human Phenomena
The Case of Matt
Other Learners and Contexts
Box 2 Aiden thinks learning about people in the rainforest is not relevant; Jo disagrees
Relevant to Learn About Physical and Human Phenomena
Physical and Human as Relevant but Separate
Box 3 Jenie describes both physical and human aspects as relevant, but separate
Physical and Human as Relevant in Interaction
Box 4 Lisa describes both physical and human aspects as relevant, in interaction
Box 5 Excerpts from Sara’s report about hurricane Ivan
Summary
Summary
0000965536.pdf
Negotiating Viewpoints Among Students and Teachers
Introduction
Differing Views of Environmental Issues
Box 1 Jenie’s and Ryan’s contrasting perspectives on a fair trade lesson
Differing Views of What Is Controversial
Laura’s difficulties with the nuclear power lesson
Box 3 Lisa’s environmental perspective on her population lessons
Differing Views of What Is Relevant
Differing Views of Empathy Tasks
Box 4 Simon’s difficulties with the rainforest role play
Box 5 Joanne and Aiden’s poems about the Kayapo Indians
Summary
0000965537.pdf
Enhancing Environmental Learning
Overview of Main Arguments and Findings
The Active Role of the Learner in Environmental Learning
The Centrality of Values and Emotions in Environmental Learning
The Potential for Student–Teacher Tensions in Environmental Learning
The Complexity of Students’ Experiences in Environmental Learning
The Multi-layered Nature of Environmental Learning and Teaching
Enhancing Environmental Learning Practices and Policies
Understanding and Negotiating the Emotional Dimensions of Environmental Learning
Accessing and Understanding Students’ Learning Experiences
Enhancing Environmental Learning Research
Further Research on Environmental Learning and Learners’ Experiences
Greater Emphasis on Emotions and Values in Environmental Learning
Better Use and Development of Theory in Environmental Learning
Broader Consideration of Life-Long Environmental Learning Contexts
Stronger Collaborations Between Researchers, Practitioners and Learners
0000965539.pdf
Anchor 1
Anchor 2
Anchor 3
Anchor 4
Anchor 5
Anchor 6
Anchor 7
Anchor 8
Anchor 9
Anchor 10
Index_O.pdf