Descripciones mejoradas de Syndetics:

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.

The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Published for the American Educational Research Association (AERA).

Tabla de contenidos provista por Syndetics

• Introduction
• 1 Historical, contextual and theoretical orientations that have shaped environmental education research
• Part A Conceptualizing environmental education as a field of inquiry
• Section 1 Historical, contextual and theoretical orientations of environmental education research
• Introduction
• 2 The emergence of environmental education research: a âÇ history' of the field
• 3 Socio-ecological approaches to environmental education and research: A paradigmatic response to behavioral change orientations
• 4 Thinking globally in environmental education: A critical history
• 5 Selected Trends In Thirty Years Of Doctoral Research In Environmental Education In Dissertation Abstracts International From Collections Prepared In The U.S
• 6 Transformation, empowerment and the governing of environmental conduct: Insights to be gained from a "history of the present" approach
• Section 2 Normative dimensions of environmental education research: Conceptions of education and environmental ethics
• Introduction
• 7 Probing Normative Research in Environmental Education: Ideas about Education and Ethics
• 8 Self, environment and education: Normative arisings
• 9 A critical theory of place-conscious education
• 10 Learning from Hermit Crabs, Mycelia and Banyan: Schools as Centers of Critical Inquiry and Re-normatization
• 11 Why we need a language of (environmental) education
• 12 Environmental Ethics As Processes Of Open-Ended, Pluralistic, Deliberative Enquiry
• Section 3 Analyses of EE discourses and policies, including their cultural and political influences, at the international, national and/or local level
• Introduction
• 13 The politics of needs and sustainability education
• 14 Languages and discourses of education, environment and sustainable development
• 15 Researching tensions and pretensions in environmental/sustainability education policies: From critical to civically engaged policy scholarship
• 16 Changing discourses in EE/ESD: A role for professional self-development
• 17 Connecting vocational and technical education with sustainability
• 18 Trends, Junctures and Disjunctures in Latin American Environmental Education Research
• 19 EE policies in three Chinese communities: Challenges and prospects for future development
• Part B Research on Environmental Education Curriculum, Learning, and Assessment: Processes and Outcomes
• Section 4 Introduction to Curriculum (and Pedagogical?) Research in EE Introduction
• 20 Traditions And New Niches: An Overview Of Environmental Education Curriculum And Learning Research
• 21 Environmental education in a cultural context
• 22 Place-based education: practice and impactsGreg Smith
• 23 Getting the picture; from the old reflection, hearing pictures and telling tales, to the new reflection, seeing voices and painting scenes
• 24 Moinho D'Ãügua: Environmental Education, Participation And Autonomy In Rural Areas
• Section 5 Research on learning processes in environmental education Introduction
• 25 Environmental learning: Insights from research into the student experienceCecilia Lundholm, Nick Hopwood and Mark Rickinson
• 26 Conventional and emerging learning theories: implications and choices for educational researchers with a planetary consciousness
• 27 Belief to behavior: A vital link
• 28 Landscapes as contexts for learning
• Section 6 Evaluation and analysis of environmental education programs, materials, and technologies and the assessment of learners and learning
• Introduction
• 29 Research on the Long-Term Impacts of Environmental Education
• 30 Advancing environmental education program evaluation: Insights from a review of behavioral outcome evaluations
• 31 National assessments of environmental literacy: A review, comparison, and analysis
• 32 Geospatial technologies: The present and future roles of emerging technologies in environmental education
• 33 Sustainability Education: Theory and Practice
• 34 Learning from neighboring fields: Conceptualizing outcomes of environmental education within the framework of free-choice learning experiences
• Part C Issues of framing, doing and the missing in environmental education research
• Section 7 Moving Margins in Environmental Education Research
• Introduction
• 35 Researching differently: Generating a gender agenda for research in environmental education
• 36 The representation of indigenous knowledges
• 37 Educating for environmental justice
• 38 Indigenous environmental education research in North America: A brief review
• 39 Three Degrees of Separation: Accounting for Naturecultures in Environmental Education Research
• Section 8 Philosophical and Methodological Perspectives Introduction
• 40 (Un)timely ecophenomenological framings of environmental education research
• 41 Children as Active Researchers: The Potential of Environmental Education Research Involving Children
• 42 Collaborative Ecological Inquiry: Where Action Research Meets Sustainable Development
• 43 Critical action research and environmental education: Concepts and cases of practice
• 44 A feminist poststructural approach to environmental education research
• 45 Suited: Relational Learning and Socio-ecological Pedagogies
• 46 Greening the knowledge economy: Ecosophy, ecology and economy
• 47 Preconceptions and positionings: Can we see ourselves within our own terrain?
• Section 9 Insights, gaps and future directions in environmental education research
• 48 Situating the Handbook in the Evolving Characteristics of Environmental Education Research
• 49 Identifying needs in environmental education research
• 50 Handbooks of environmental education research: for further reading and writing
• 51 Tentative directions for environmental education research in uncertain times

Reseñas proporcionadas por Syndetics

CHOICE Review

This book seeks to collect, unify, and summarize the research conducted on environmental education to current times. As stated in the foreword, the 51-chapter volume includes studies conducted by researchers on six continents and in 15 countries, focusing on both formal and informal education from primary school to secondary school and beyond. The scope of research ranges from the 1950s and 1960s, when an interest in ecology first became popular, to the sustainability movement, and to more recent studies of nature deficit disorder and the impacts of combining environmental education with other global and social issues of the day. Additionally, the volume introduces potential future directions for environmental education and related research. It is a well-ordered compilation of topic-related research, clearly introduced, summarized, and referenced. The first part of the book discusses the relevant tasks involved with defining the field of environmental education. The second part delves into the creation, implementation, and assessment of curriculum. The volume wraps up by addressing the process of conducting environmental education research to complete a true synthesis of these efforts. Summing Up: Highly recommended. Graduate students, researchers/faculty, and professionals. D. L. King University of Georgia

Notas de autor provistas por Syndetics

Robert B. Stevenson is Professor and Tropical Research Leader (Environmental Sustainability Education) in The Cairns Institute and School of Education and Director of the Centre for Research and Innovation in Sustainability Education at James Cook University in Australia. He is an executive editor of the Journal of Environmental Education and has served on the editorial boards of all the major English language journals in environmental education. Bob's research has focused on the relationships among theory, policy and practice in environmental/ sustainability education and its history and marginalized status as an educational reform in K-12 schools. His current research interests focus on the current and potential spaces and approaches for learning about issues of sustainability and how schools, peers, and the electronic media are being used and can be constructively used to work toward a more sustainable and just society.

Michael Brody is a faculty member in the College of Education, Health and Human Development at Montana State University, where he teaches courses in science, education and research at the graduate and undergraduate levels. He received his Ph.D. from Cornell University in science & environmental education, Master of Science in Biology from the University of New Hampshire and Bachelor of Science in Biology and Secondary Education from Boston College. He is a research associate of the Museum of the Rockies in Bozeman, Montana and received the North American Association of Environmental Education Outstanding Contributions to Research Award.

Justin Dillon is Professor of Science and Environmental Education at King's College London. He is head of the Science and Technology Education Group and co-leader of the Centre for Research in Education in Science, Technology, Engineering and Mathematics. His research interests include science engagement in museums, science centres and botanic gardens, learning outside the classroom, students' interests and aspirations, and teacher identity and development. Justin was Chair of AERA's Ecological and Environmental Education special interest group from 1998-99. He was elected president of the European Science Education Research Association from 2007-11 and was elected a fellow of the Linnean Society of London in 2005.

Arjen E.J. Wals is a Professor of Social Learning and Sustainable Development at Wageningen University in The Netherlands. He also holds an Adjunct Professorship at Cornell University and is a UNESCO Chair in the same field. His research focuses on learning processes that contribute to a more sustainable world. Wals obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor under the guidance of the late Bill Stapp, one of the founding fathers of the field of Environmental Education. Wals maintains a blog at www.transformativelearning.nl.