Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands (original) (raw)
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Conceptualizing Environmental Citizenship for 21st Century Education, 2020
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Conceptualizing Environmental Citizenship for 21st Century Education
Conceptualizing Environmental Citizenship for 21st Century Education, 2020
This open access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship.
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This article asks how the site-specific parameters of pro-environmental behaviour can be seen in educational doctrines and in the practices of science education, and what impact they have on the development of environmental citizenship. Environmental citizenship as an agent of change is key to sustainability transition. Our viewpoint is that a contextual resource doctrine provides a framework of people’s environmental values, meaning both the capacity to fulfil the requirements of the doctrine and the ability to critically reflect it by rational-scientific arguments. Thus, place-specificity and sense of place should be highlighted in citizenship science education. In order to explain the multi-scalar nature of learning requirements, we apply the idea of ‘trans-contextualisation’ in science education. In the article we use examples which are derived from university students’ favourite places reflecting sense of place as well as three cases, which start from the near secondary school ...
Education for Environmental Citizenship and Responsible Environmental Behavior
Conceptualizing Environmental Citizenship for 21st Century Education, 2020
This series wrestles with the tensions situated between environmental and science education and addresses the scholarly efforts to bring confluence to these two projects with the help of ecojustice philosophy. As ecojustice is one of the fastest emerging trends for evaluating science education policy, the topics addressed in this series can help guide pedagogical trends such as critical media literacy, citizen science, and activism. The series emphasizes ideological analysis, curriculum studies and research in science educational policy, where there is a need for recognizing the tensions between cultural and natural systems, the way language is endorsed within communities and associated influence, and morals and ethics embedded in school science. Conversations and new perspectives on residual issues within science education are likely to be addressed in nuanced ways when considering the significance of ecojustice, defensible environmentalism, freechoice. Book proposals for this series may be submitted to the Publishing Editor:
Procedia - Social and Behavioral Sciences, 2010
Now-a-days people think of their responsibility to maintain and protect the environment and this is the responsibility of all including the government, private sectors and individuals. The concept of Environmental Citizenship (EC) redefines the relationship of people and nature and reiterates that environmental conservation is everybody's sole responsibility at all time, based on one's life choices in minimizing ecological impact on earth. In light of this, this study is designed around the concept of EC that gravitates around the Malaysian primary and secondary school student's knowledge, attitude, skills and participation in their daily activities and lifestyles that may bring a positive or negative impact on the environment. Both quantitative and qualitative research approaches were used in this study. The quantitative technique took on the form of a survey administration where 2853 Year-5 primary and secondary school students participated. Qualitative data was collected by open-ended response of the students. The findings determine that the current environmental citizenship level of students is low to moderate. There are many areas within EC domain where students' level of Knowledge, attitude, skills and participation must be increased to reach expected EC level. In a wider perspective, this study hopes to act as leverage towards more emphasis of EE by Ministry of Education (MOE) in the science curriculum. Most importantly, the findings will also enable the stakeholders to make evidence-based decisions on the contributory factors that can improve the current EC among students, be it budget, Environmental Education (EE) materials or even an EE policy statement in the National Education Policy (NEP).
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Pastoral Care in Education, 2003
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Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an enviro...