Understanding Participant and Practitioner Outcomes of Environmental Education

Autor/in	West, Sarah E.
Titel	Understanding Participant and Practitioner Outcomes of Environmental Education
Quelle	In: Environmental Education Research, 21 (2015) 1, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2013.879695
Schlagwörter	Environmental Education; Teacher Attitudes; Questionnaires; Focus Groups; Participant Observation; Social Influences; Foreign Countries; Professional Personnel; Nonformal Education; Outcomes of Education; Knowledge Level; Coding; Program Effectiveness; Skill Development; Friendship; United Kingdom + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Fragebogen; Teilnehmende Beobachtung; Sozialer Einfluss; Ausland; Personalbestand; Non-formal education; Non formal education; Nichtformale Bildung; Lernleistung; Schulerfolg; Wissensbasis; Codierung; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Freundschaft; Großbritannien
Abstract	Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant observation. Practitioners and participants listed a large number of outcomes, with increasing knowledge about the environment mentioned most frequently. For participants, this was often in relation to gaining new skills. Social outcomes, such as making new friends, were more prominent in participant than practitioner responses. Practitioners did not spontaneously mention any negative outcomes of environmental education, and few were suggested with prompting. Participants suggested more negative outcomes than practitioners, notably damage to the environment. The differing views suggest a need for greater discussion between practitioners and their participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10