How Do Learners in Developed and Developing Countries Relate to Environmental Issues?

Autor/in	Trumper, Ricardo
Titel	How Do Learners in Developed and Developing Countries Relate to Environmental Issues?
Quelle	In: Science Education International, 21 (2010) 4, S.217-240 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Environmental Education; Developed Nations; Developing Nations; Student Attitudes; Student Interests; Place Based Education; Occupational Aspiration; Relevance (Education); Students; Foreign Countries; Conservation (Environment); Science Education; Austria; Bangladesh; Botswana; Czech Republic; Denmark; Estonia; Finland; Germany; Ghana; Greece; Iceland; India; Ireland; Israel; Japan; Latvia; Lesotho; Malaysia; Norway; Philippines; Poland; Portugal; Russia; Slovenia; Spain; Swaziland; Sweden; Trinidad and Tobago; Turkey; Uganda; United Kingdom; Zimbabwe + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Schülerverhalten; Studieninteresse; Berufsneigung; Berufsziel; Relevance; Relevanz; Student; Schüler; Schülerin; Studentin; Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt; Naturwissenschaftliche Bildung; Österreich; Bangladesch; Tschechische Republik; Dänemark; Estland; Finnland; Deutschland; Griechenland; Island; Indien; Irland; Lettland; Norwegen; Philippinen; Polen; Russland; Slowenien; Spanien; Schweden; Trinidad und Tobago; Türkei; Großbritannien; Simbabwe
Abstract	The present study was carried out in the framework of earlier research on environmental education for sustainability, using data collected in the ROSE Project. Attention was focused mainly on students' responses to sections and items related to environmental issues, regarding their countries' degree of development. The research questions dealt with: (a) students' visions for the future of the environment, (b) students' personal engagement in the environmental protection issue, (c) students' interest in learning about environmental challenges, (d) students' interest in a future job as linked to environmental protection, and their relation to their countries' degree of development. The findings showed that students in medium and low developed countries are more: (1) concerned and optimistic about environmental problems; (2) personally and collectively involved in environmental issues; (3) interested in learning environmental topics; and (4) interested in seeing their future jobs dealing with environmental protection. The conclusion is that it is important to develop environmental science education programs based on each country's own cultural, educational, and economic context. These is compatible with a "place-based pedagogy" that promotes a narrative of local and regional politics adjusted to the particularities of where people actually live and linked to global development trends that impact local places. (Contains 2 tables, 2 figures, and 3 endnotes.) (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10