From reflective observation to active learning: A mobile experiential learning approach for environmental science education

2019 ◽  
Vol 50 (5) ◽  
pp. 2251-2270 ◽  
Author(s):  
Shu‐Chen Cheng ◽  
Gwo‐Jen Hwang ◽  
Chih‐Hung Chen
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Experiential Learning ◽  
Environmental Science ◽  
Learning Approach ◽  
Environmental Science Education

Enhancing Argumentative Skills in Environmental Science Education

2015 ◽  
Vol 24 (3) ◽  
pp. 206-208
Author(s):  
Christoph Baumberger ◽  
Gertrude Hirsch Hadorn ◽  
Deborah Mühlebach
Keyword(s):  
Science Education ◽  
Environmental Science ◽  
Environmental Science Education

‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education

2019 ◽  
Vol 35 (3) ◽  
pp. 262-272 ◽  
Author(s):  
Kathryn Riley ◽  
Peta White
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Knowledge Acquisition ◽  
Outdoor Education ◽  
Environmental Science ◽  
Sense Making ◽  
Material Forces ◽  
Relational Ontology ◽  
Environmental Science Education ◽  
The World

AbstractIn these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies ‘attuning-with’. As pedagogies ‘attuning-with’ take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.

Environmental Science Education Programs: Opportunities for Geographers

2009 ◽  
Vol 108 (6) ◽  
pp. 259-268 ◽  
Author(s):  
Richard A. Earl ◽  
Edris J. Montalvo ◽  
Amanda R. Ross ◽  
Eunice Hefty
Keyword(s):  
Science Education ◽  
Environmental Science ◽  
Education Programs ◽  
Environmental Science Education

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education

2003 ◽  
Vol 14 (1) ◽  
pp. 49-71 ◽  
Author(s):  
Cheryl Bell ◽  
Daniel Shepardson ◽  
Jon Harbor ◽  
Hope Klagges ◽  
Willie Burgess ◽  
...  
Keyword(s):  
Science Education ◽  
Environmental Science ◽  
Environmental Science Education
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