Research, sustainability and learning
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Research, sustainability and learning
Bridging the gap between science and the practice of learning for nature, the environment and sustainability
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Indigenous Environmental Education for Cultural Survival

Indigenous Environmental Education for Cultural Survival | Research, sustainability and learning | Scoop.it

Canadian Journal of Environmental Education (CJEE) | 2002

 

Aboriginal Peoples are facing a number of serious and complex environmental issues within their territories. Post-secondary environmental education programs in Canada have been slow to adopt curriculum and develop programs to meet the needs of Aboriginal students and their communities. This manuscript outlines necessary components of successful Indigenous environmental education programs at the postsecondary level based on the author’s participation in three such programs as a program developer/director, curriculum developer and instructor, the current literature and in addition to her experiences as an Anishinaabe student studying western science.

 

by Leanne Simpson

Trent University, Canada

 

Download the full article at: http://new-library.lakeheadu.ca/index.php/cjee/article/view/271

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International Journal of Sustainability in Higher Education is freely available for one week!

International Journal of Sustainability in Higher Education is freely available for one week! | Research, sustainability and learning | Scoop.it

The issue of sustainability in a higher education context is, to some extent, a rather recent theme. Current journals are either focusing on sustainable development or on general higher education. There are no specific fully-refereed outlets to date, to disseminate the broad body of work and knowledge currently available on sustainability in a higher education context. International Journal of Sustainability in Higher Education (IJSHE) is therefore the first scholarly publication to specifically address the need for the dissemination of this information.

 

Persons and organisations interested in sustainability in higher education, may access all issues published in the journal, free of charge, for the period 30th January - 5th February 2012, by following this link:

http://www.emeraldinsight.com/journals.htm?issn=1467-6370

 

and using the following log-in details:

Username: Environ2012
Password: emerald

 

Further details about the journal and instructions for authors can be accessed at:
http://www.emeraldinsight.com/ijshe.htm

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Educational drama in education for sustainable development: ecopedagogy in action

Educational drama in education for sustainable development: ecopedagogy in action | Research, sustainability and learning | Scoop.it

by Marie Jeanne McNaughton

 

This paper presents an overview of a research project based on the hypothesis that educational drama might be a useful medium for teaching and learning in environmental, sustainable development and global citizenship education.

 

Central to the project, an ethnographic case study employing a multi‐case approach, based on three research questions, was a series of drama–ESD lessons, taught to three classes of 10–11 year old children in three primary schools in the West of Scotland.

Data were gathered using a range of instruments: interviews; observation schedules; pupil evaluations; research‐practitioner reflective field notes; and video‐recordings of the lessons.

 

The final section of the paper suggests that there are many pedagogical approaches common to educational drama and ESD and that, indeed, a range of dramatic techniques and conventions can be an important addition to the repertoire of active learning approaches employed by the ESD educator.

 

(2010). Educational drama in education for sustainable development: ecopedagogy in action. Pedagogy, Culture & Society: Vol. 18, No. 3, pp. 289-308.

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Learning Environments for Environmental Education | Simon Fraser University

Learning Environments for Environmental Education | Simon Fraser University | Research, sustainability and learning | Scoop.it

Paper presented by David Zandvliet at the Australian Association for Research in Education (AARE) Science and Environmental Education. November, 2007.

 

The objectives of this research program are:

1) to develop tools and processes for measuring, evaluating and describing environmental and place-based education programs and their associated learning environments

2) To provide rich and extensive descriptions (quantitative and qualitative) of how these settings can be characterized and how they differ from other types of learning in classroom based settings and

3) to devise interventions, detail how they unfold in extensive case studies, and evaluate how they impact learning, learning environments, teacher engagement and other community effects.

 

This paper reports on a pilot study which employed a learning environment approach and further, highlights our current work in developing a specialised learning environment instrument: the Place-based Learning and Constructivist Environment Survey (or PLACES).

 

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Designing Environments to Promote Play-Based Science Learning| CYE Volumes

Designing Environments to Promote Play-Based Science Learning| CYE Volumes | Research, sustainability and learning | Scoop.it

The Children, Youth and Environments Journal has just published its largest issue ever. Volume 21, number 2 includes more than 20 original, peer-reviewed papers on topics such as child development in colonias; street children; travel to school; place attachment; gendered play in natural landscapes; and perceptions of nature.

 

It includes papers on formal and informal science learning through play; playing to learn at home and in the community; and researching playful science learning.

 

Papers cover research from the Canada, the Dominican Republic, Germany, Israel, Kenya, Mexico, Norway, Sweden, and the USA.

 

The full issue can be accessed at http://www.colorado.edu/journals/cye/index_issues.htm

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Earthworm research spurred pupils to action | The Research Council of Norway

Earthworm research spurred pupils to action | The Research Council of Norway | Research, sustainability and learning | Scoop.it

Earthworms were last year’s topic for the Research Council of Norway’s annual research campaign, launched to generate interest in research among children and young people.

 

Researchers were thrilled by the findings submitted by 142 schools. In the course of the autumn of 2010, school pupils from all across Norway identified 15 different species of earthworm, including some finds rare in Norway. Scientists were surprised and delighted.

 

Read more: http://www.forskningsradet.no/en/Newsarticle/Earthworm_research_spurred_pupils_to_action/1253965291544

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Whole-school approaches to sustainability: An international review of whole-school sustainability programs

Whole-school approaches to sustainability: An international review of whole-school sustainability programs | Research, sustainability and learning | Scoop.it

There are a number of nationwide, whole-school initiatives developing around the world that reflect a range of innovative approaches to sustainability, such as 'Enviro Schools', 'EcoSchools' and 'Green Schools'. This study was commissioned to review some of these programs and document their experiences, achievements and lessons learnt.

 

The research has been undertaken by Macquarie University and commissioned by the Department of the Environment and Heritage, Australian Government, over a 4 month period from March-June, 2004.

 

Download the full report here: http://www.aries.mq.edu.au/projects/whole_school/

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2012 Conference | New York Outdoor Environmental Education Association (NYSOEA)

2012 Conference | New York Outdoor Environmental Education Association (NYSOEA) | Research, sustainability and learning | Scoop.it

Currently seeking workshops for the 2012 conference.

Read more http://nysoea.org/2012-conference/

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The Science Barge

The Science Barge | Research, sustainability and learning | Scoop.it

by Alex Kudryavtsev

 

24/12/2011

 

Last summer, I joined students and their teacher Carol Kennedy from the EcoLeaders program in the Bronx on a trip to the Science Barge. This floating facility teaches about urban farming and sustainable energy. The barge moves from one location to another; sometimes you can see it docked in Manhattan, but in July 2011 it was on the Hudson River in Yonkers. The barge grows hydroponic vegetables such as tomatoes and lettuce, uses solar/wind energy and vegetable oil, and recycles its wastewater with the goal to “to stimulate the sustainable development of New York City.”

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Progress in education for Sustainable Development | 2012

Progress in education for Sustainable Development | 2012 | Research, sustainability and learning | Scoop.it

A new report commissioned by UNESCO has reviewed several case studies of national progress in learning and education for sustainable development (ESD). There are a wide range of approaches but, at the heart of all initiatives, are multi-stakeholder and collaborative partnerships which aim to instigate social change towards a more sustainable future.

 

Read more: http://t.co/iE43F7HZ

 

European Commission DG ENV

News Alert Issue 270

27 January 2012

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EE might integrate personal growth and fostering pro-environmental behavior

EE might integrate personal growth and fostering pro-environmental behavior | Research, sustainability and learning | Scoop.it

Outdoor Adventure Education (OAE) are programs designed to enhance leadership and personal growth through challenging experiences in nature, including rock climbing, sailing, and kayaking. Participants in OAE often report that they were transformed by their experiences, but little is known about how such transformations occur.

 

D'Amato and Krasny interviewed 23 former OAE participants to explore how their significant experiences enhanced their personal growth and to a lesser degree their pro-environmental behaviors. By interpreting the data through the lens of transformative learning theory, these researchers found that participants attribute the most meaningful experiences to "living in pristine nature, experiencing a different lifestyle, being part of the course community, and dealing with the intensity and challenges of the course." Interview results also suggest that OAE courses "might integrate personal growth with instrumental learning to better foster environmental behaviors post-course."

 

SOURCE: D'Amato, L. G., and M. E. Krasny. 2011. Outdoor adventure education: applying transformative learning theory to understanding instrumental learning and personal growth in environmental education. Journal of environmental education 42:237-253.

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Living and Learning Sustainability in Higher Education: A Research Study on Indicators of Social Learning

Living and Learning Sustainability in Higher Education: A Research Study on Indicators of Social Learning | Research, sustainability and learning | Scoop.it

by Ingrid Mulà (2011)

 

Higher education institutions not only provide research and policy in sustainability, but also create and facilitate environments for students and staff to develop their understanding and responses to sustainability. Sustainability learning opportunities in higher education are often thought to occur only in formal settings - facilitated by educators and lecturers in a classroom. This research looks at the learning which occurs within the informal and social contexts of higher education institutions. This study refers to this learning as 'social learning'.

 

The research was conducted at three universities in the UK which had made and explicit commitment to sustainability. Through a critical collaborative inquiry, this research sought to capture and document lived experiences of staff (academic, administrative and support) which were informed by social learning opportunities regarding sustainability within these institutions. This research will ultimately construct indicators as a basis for benchmarking practice which can help universities improve their contribution of social learning in the attainment of sustainability.

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Message in a bottle - learning our way out of unsustainability

Message in a bottle - learning our way out of unsustainability | Research, sustainability and learning | Scoop.it

Social learning – essential for a more sustainable world

 

"Making the world more sustainable can't succeed without social learning," said Arjen Wals in the spring of 2010 when he accepted the UNESCO- Chair 'Social learning and sustainable development'.

 

Sustainability needs to become part of people's thinking, their way of life and their value system. This requires learning processes that transcend traditional ways of transferring knowledge.

 

When people with different backgrounds come together in an environment in which they feel comfortable and where they get to know each other it will be more likely that new knowledge, energy and creativity emerge. Wals states that these are three essential ingredients needed to develop a sustainable society.

 

Central questions in the UNESCO-Chair research program focus on creating the right circumstances that stimulate and support new ways of learning.

 

Read the entire inaugural lecture: http://www.unesco.nl/nieuws-agenda/nieuws-unesco/2018sociaal-leren-onmisbaar-voor-duurzame-wereld2019

 

Watch the inaugural lecture on Wageningen UR TV: http://wurtv.wur.nl/p2gplayer/sslviewer.html?path=aulatv/2010/05/27/2/video_post.wmv

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Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Processes

Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Processes | Research, sustainability and learning | Scoop.it

An introduction to scientific methodologies used in field research and a guide to the process of conducting descriptive and comparative field studies.

 

December, 2009

 

Authors:

Amy E. Ryken, Ph.D., University of Puget Sound, Tacoma, WA Patricia Otto, Pacific Education Institute, Olympia, WA
Kayleen Pritchard, Pacific Education Institute, Olympia, WA Katie Owens, Orchard Center Elementary School, Spokane, WA

 

Download the full report at http://www.pacificeducationinstitute.org/resources/research/

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Konekto Consultancy

Konekto Consultancy | Research, sustainability and learning | Scoop.it

December 25th, 2011

 

Konekto wants to assist in building bridges between the academic world and the practice of learning for nature, the environment and sustainability. This newsletter will be used to make relevant research more accessible to environmental education practioners. 

 

Do you know of some interesting research being done, anywhere around the globe, that should be in this newsletter? Please let us know!

 

Rebekah L. Tauritz

The Netherlands

 

For more information about Konekto visit us at http://en.konektoconsultancy.nl/

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Kamakshi Rajagopal's comment, April 12, 2013 1:11 PM
Hi Rebekah, we are conducting an experiment on Scoop.IT pages on education at the Open Universiteit (NL). Would you like to participate? Sign up here: http://bit.ly/14QR9oa
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How School Buildings Can Connect Students To The Environment | Co. Design

How School Buildings Can Connect Students To The Environment | Co. Design | Research, sustainability and learning | Scoop.it

9/16/2011

 

In Denmark, BIG uses the beauty and meaning of landscape to design a new learning experience.

 

In his ethnography Wisdom Sits in Places, the anthropologist Keith Basso reveals the Western Apaches’ poetic sense of place. Landscape symbolizes a community’s history and is intrinsically linked with the memory of ancestors and their way of life. As children come of age, they demonstrate their maturity by recognizing and honoring the stories of each place. The land, learning, and culture are one.

 

Read more http://t.co/Im0veVb4...


Via Britt Gow
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Investigating Children’s Physical Activity and Play in Green School Grounds: Reflections on Methods and Initial Results from Pilot Work

Children, Youth and Environments 21(1), 2011

 

Janet E. Dyment, Faculty of Education University of Tasmania, Australia

Alan D. Reid, Department of Education University of Bath, UK

 

This paper discusses five data collection methods that have been used as part of a pilot study investigating the relationship between school ground design, physical activity, and quality of play. Five simple procedures were tested at a Canadian school with green school grounds. First, the researchers performed 38 systematic, periodic macro-observations in the school grounds to understand distribution patterns of the physical activities of the entire student population, using the SOPLAY coding schema. Then, researchers worked with the individuals and groups from a fourth grade class (average age, 9 years old). Data collection involved direct micro-observations of children’s play to ascertain where children were playing, their activities, and what relationship their activities had to the designed landscape. Then, to investigate children’s perspectives on their play (e.g., reasons for their play choices, motivating factors, desires and dislikes), the researchers involved 15 students in three additional child-centered data collection activities: mapping, guided walks and photographs, and interviews. The paper describes the purpose and features of each method, presents illustrative material, reflects on contexts for and strengths and weaknesses of the data collection methods, and offers recommendations for future research.

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How our Teaching Changes our Thinking, and How our Thinking Changes the World: A Conversation with Jaimie Cloud

How our Teaching Changes our Thinking, and How our Thinking Changes the World: A Conversation with Jaimie Cloud | Research, sustainability and learning | Scoop.it

By Pramod Parajuli and Rosemary Logan

Journal of Sustainability Education | May 8th, 2011

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