Environmental Education Research

(2007). Children’s research into their local environment: Stevenson’s gap, and possibilities for the curriculum. Environmental Education Research: Vol. 13, Revisiting Schooling and Environmental Education: contradictions in purpose and practice, pp. 225-244.

Elisabeth Barratt Hacking

William Scott

Robert Barratt

Children’s research into their local environment: Stevenson’s gap, and possibilities for the curriculum

This cross-cultural comparative study investigates the relationships among biospheric and egoistic values, willingness to take climate action, and science engagement in two distinct cultures: Finland and South Korea. The results indicate that Finnish students tend to exhibit a higher willingness to take climate action, particularly at the individual level, which may be influenced by cultural tendencies that emphasize personal autonomy. In contrast, Korean students, while belonging to a society where collective values are often highlighted, demonstrate higher egoistic values. This could be shaped by other cultural dynamics, such as hierarchical structures or the competitive nature of the education system. Additionally, in both countries, interest in science and the perceived value of science positively correlate with the willingness to take climate action, highlighting how nature-focused learning can motivate students in this regard. Finally, cluster analysis reveals that in Finland, biospheric values play a pivotal role in fostering the willingness to take climate action, whereas in Korea, egoistic values are a significant predictor of the willingness to take collective climate action.

Jingoo Kang

Sakari Tolppanen

Heekyong Kim

Minsu Ha

Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action

探索生物圈/利己价值观、科学参与和跨文化效应对高中生参与气候行动意愿的影响

In this review, approaches to teaching and learning in environmental education were explored at a conceptual level to understand the diversity of pedagogies in the discipline. We applied systems thinking to make conceptual parallels between ecology (physical environment, plant species, traits, plant strategies) and education (environmental education, pedagogies, pedagogic traits, pedagogic strategy) to better understand how different pedagogies are carrying out environmental education. Mixed methods were used to deconstruct pedagogies into characteristics and reconstruct relationships among characteristics to detect similarities and differences among pedagogies. We detected eight conceptually-similar pedagogic groupings that reflect broad teaching strategies and visualize pedagogies in totality. Our review would benefit practitioners seeking a conceptual framework to 'remix' or 'restore' environmental education curricula.

Julia E. Palozzi

Nevin J. Harper

Nancy Shackelford

From plants to pedagogies: reviewing environmental education pedagogies with a systems thinking approach to aid curricula development

从植物到教学法：以系统思维方法评述环境教育教学法以辅助课程发展

Wanessa Bomfim Machado

Ana Maria Landeira-Fernandez

Aline Silva

Erivaldo Fraga da Silva

Julio Alberto Mignaco

Francisco Prosdocimi

Gaia-Pachamama: an educational theater performance to foster environmental consciousness

《盖亚-帕恰妈妈：一场促进环境意识的教育戏剧表演》

Mirva Heikkilä

Miira Häkkinen

Anni Vidbäck

Mirjamaija Mikkilä-Erdmann

Ilari E. Sääksjärvi

Student teachers’ conceptual understanding of biodiversity loss in a multiple-source learning environment

多源学习环境中师范生对生物多样性丧失的概念理解

In educational settings, educators' individual perceptions of theories and concepts (e.g. about teaching and learning) are crucial for their professional performance. Thus, regarding education for sustainable development (ESD), it is vital to focus on teacher educators' (TEs') perceptions of this concept. As ESD is a comparatively young and dynamic field of research, not all academic lecturers are familiar with it. Therefore, it cannot be assumed that they all have a well-founded or similar understanding of it. In this study, we surveyed TEs' perceptions of ESD and provided further insight into the understanding and application of ESD in teacher education, thereby contributing to the professional development of TEs in the context of ESD. We characterised the presented perceptions as subjective theories and used the research programme subjective theories (RPST) procedure to describe them. We found that aspects of instrumental and emancipatory ESD and transformative learning were mixed in the subjective theories. Moreover, the TEs in our study presented learning objectives and methods that could be assigned to the key competencies of ESD in higher education. Our results serve to describe TEs more precisely and thus enrich the basis for their involvement in ESD implementation processes and suitable support services.

Antje Goller

Jana Markert

Teacher educators’ subjective theories on education for sustainable development in higher education

高校教师教育者关于可持续发展高等教育的个人理论

Kulshash Kabylbek

Lisa M. DeChano-Cook

Dzhumadil Childibaev

Nuri Balta

Determining high school students’ functional environmental literacy and the effect of participatory action research on functional environmental literacy

确定高中生功能性环境素养及其对功能性环境素养的参与式行动研究效果

Abbreviation	Environ. Educ. Res.
Journal Impact	2.54
Quartiles(Global)	ENVIRONMENTAL STUDIES(Q2)

ISSN	1350-4622, 1469-5871
h-index	93

Publication Information	Publisher: Carfax Publishing Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1995，Proportion of original research papers: 95.71%，Self Citation Rate:23.10%， Gold OA Rate: 30.48%

Environmental Education Research

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Children’s research into their local environment: Stevenson’s gap, and possibilities for the curriculum

Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action

From plants to pedagogies: reviewing environmental education pedagogies with a systems thinking approach to aid curricula development

Gaia-Pachamama: an educational theater performance to foster environmental consciousness

Student teachers’ conceptual understanding of biodiversity loss in a multiple-source learning environment

Teacher educators’ subjective theories on education for sustainable development in higher education

Student teachers’ conceptual understanding of biodiversity loss in a multiple-source learning environment

Determining high school students’ functional environmental literacy and the effect of participatory action research on functional environmental literacy

Gaia-Pachamama: an educational theater performance to foster environmental consciousness

Exploring the role of biospheric/egoistic values, scientific engagement, and cross-cultural effects in high school students’ willingness to take climate action