Part A: Appraising Environmental Education as Educating for Sustainability
The case studies selected for appraisal were chosen as they are most relevant to my teaching situation, personal interests and skills. Case study 2: Learning through landscapes project (Deakin University, 2009) illustrates examples of the `Learning through Landscapes Project'. This project investigated how school grounds can be developed and managed to improve and facilitate environmental, educational and social qualities. Case study 4: The environmental education and computer conference project (Deakin University, 2009) describes a water quality monitoring project that involved 5 Victorian west coast schools and used computer conferencing for communication between with the Victorian schools and international schools monitoring water.
With reference to the case studies, in what sense do you think that environmental education differs from education for sustainability?
Educating for sustainability (EfS) `encompasses a vision for society that is not only ecologically sustainable but one which is socially, economically and politically sustainable as well.' (Fien 2000, p.1) Environmental education (EE) is described by Robottom as seeking to -
`develop the understandings, values and action skills necessary for people to work with others to improve the quality and sustainability of their natural and social environments.'
(Robottom 2007a, p.3)
The difference between these definitions for education for sustainability and environmental education are the identification of economic and political dimensions of education for sustainability. Case study 2 Learning through landscapes project provides many examples of environmental education theory in practice e.g. schools improving the quality of the social environment for students with the development of quiet play gardens and flexible play spaces. Education for sustainability is also evident in this project, with schools considering the economic sustainability of their decisions e.g. maintenance issues and the cost of facilities. They also examine the community use of school grounds that generate income but may conflict with environmental and educative values.
Case study 4 also provides examples of education for sustainability and environmental education. The students participating in these water monitoring projects are trained in water testing skills and knowledge, they improve the sustainability of the natural environment by providing information and identifying problems. This project also was conducive for education for sustainability by serendipitously becoming a political issue for a Lorne school where students' efforts to monitor water quality at the town supply were subverted by a defensive local water authority. These students were not deterred and monitored the town water supply at higher risk sites.
These case studies of environmental education are also examples of education for sustainability because they show a consideration for the social, economic and political contexts of the projects.
Are the methods of instruction “transmissive” or “socio-constructivist and transformative”?
Transmissive instruction is teacher centred instruction directed towards students. It is an appropriate method of instruction when training students to use particular methods or technologies especially for middle years students. As a whole approach to environmental and sustainability teaching and learning, transmissive instruction is inappropriate. A social constructivist approach to environmental and sustainability education is a more suitable method of instruction as it can be applied in different contexts and provides a deeper learning experience. This method orientates teachers and students as participants of the learning process. Social constructivism also offers a support system for participants to exchange ideas, clarify values, develop knowledge and design action. Case study 2 and 4 use social constructivist methods of instruction, and transmissive instruction occasionally.
The Learning through Landscapes project provides a support system for people involved in the school community to appraise the use of school grounds, identify areas of improvement and share ideas for change. The school environment also becomes a support system for social constructivist teaching/learning. The school environment provides a physical, social and cultural setting for students where they learn from each other (Adams, 1993). The role of transmissive instruction in this project is to enable students to achieve their goals, for example learning brick laying for the construction of a quadrangle.
The environmental education and computer conference project uses computer conferencing to establish networks connecting local and international school engaged in similar environmental investigations, which `involves/engages students and teachers in range of scientific and educational settings.' (Robottom & Muhlebach 1989, p.3) Deakin University also provided a support structure for this project with field equipment collaborative record keeping. The transmissive methods of instruction were used to teach water testing and data processing skills as these were essential aspects of the project.
Is the educated citizen a deferential or an active participant in decision making?
Environmental education should orientate people as active participants rather than deferential participants in decision making. This can be achieved by using participatory action research. This process provides people with opportunities to `make rational and informed decisions about their own lives, and to accept responsibility for their own actions.' (Commonwealth of Australia, 2009) In Case study 4 The environmental education and computer conference, the project coordinators, teachers and students use participatory action research. Students in this project have opportunities to make difficult decisions and pursue courses of action.
The Learning through landscapes project enabled `young people to actively participate in the shaping of their environment'. (Adams 2007, p.1) There are many examples of people in the school community and wider community collaborating, making decisions and taking action together. At one school students designed and built a wind generator to produce electricity in a cross curricular project. At Weaverham Forest County Primary school a parent worked with teachers and students to develop a playground into an improved environmental, educational and social space. Pupils at Blaydon Comprehensive school worked with the Newcastle Architecture Workshop on a quadrangle. (Adams, 2007) Active participation allows people to express their views and opinions in a democratic process and influence decisions and actions.
What key features of education for sustainability are visible in these case studies of environmental education?
Aiming to improve the quality of the environment with a consideration of social, economic and political dimensions are important features of education for sustainability. Social constructivist pedagogy should be used for education for sustainability, as people construct meaning together. A participatory action research approach also is important to allow the school community to make real decisions and organise appropriate actions. A whole school approach is also important as a `commitment from all sectors of the school to become more sustainable is crucial for a whole school cultural change.' (Gould League, 2005) The case studies of environmental education are in many ways aligned with education for sustainability.
The schools involved with The Learning through landscapes project were involved as whole schools. The students, teachers, school administration, and management were all involved in the design, development and management of improving school grounds. Without the support of any one of these parts of the school community the projects would have struggled to be realised. School communities also considered the political, legal and economic implications of improving the environmental, social and educational values of the school grounds. This was evident when they examined the `hidden curriculum' of school grounds, the regulations pertaining to student safety (Adams, 2007) and the cost of maintenance for new designs.
The environmental education and computer conference project used inquiry learning and students using computer conferencing to share data, ideas, and opinions. These teaching/learning strategies are congruent with social constructivism. Participatory action research was also employed by the `project coordinators, teachers and students'. (Robottom, 2007b) The political dimensions of water quality were also directly experienced by this projects participants. Queenscliff High School students traced water pollution at local beaches to a sewerage outfall pipe. They generated community interest in this situation via the media which led to government intervention and an inquiry about sewerage disposal in the area. (Robottom, 2007b)
How has a critical viewing of the case studies of environmental education practice changed your understanding of ‘education for sustainability’ as developed in the readings in this unit? TheLearning through landscapes project and Environmental education and computer conference project are examples of environmental education and education for sustainability. These projects both are broad and deep, and rooted in reality. The outcomes of these projects have a positive educational, environmental, social and political direction. Analysis of these case studies in regards to the values and key elements of education for sustainability have allowed connections to be drawn with environmental education. If environmental education includes economic, social and political issues then it is education for sustainability.
What changes to these instances of EE would you make to bring them closer to your preferred concept of EfS? The Learning through landscapes project is very close to my preferred concept of EfS. There are real opportunities for the school community to work together on improving the school grounds. This facilitates real skill and knowledge development, allows people to imagine and create, and see the consequences of their actions. The only change to this project I would consider would be to discourage people working alone on projects. The Environmental education and computer conference project could be modified now to use Web 2.0 tools and social networking technologies to establish networks and develop a scientific community between local and international schools.
References:
Adams, E., 1993, ‘Learning through landscapes’, Paper prepared for the Deakin–Griffith Environmental Education Project.
Deakin University, 2007, Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]
Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
McGlashan, L., 2009, `Participatory action research' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/Participatory+action+research>
McGlashan, L., 2009, `Social constructivism' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/social+constructivism>
Robottom, I., 2007a, Professional development in environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I., 2007b, The Environmental Education and Computer Conference Project in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I. & Muhlebach, R., 1989, `Expanding the scientific community in schools: A computer conference in science education' in ESS715 Trends and Issues in Environmental Education, [Electronic resource - CDROM]
Part A: Appraising Environmental Education as Educating for Sustainability
The case studies selected for appraisal were chosen as they are most relevant to my teaching situation, personal interests and skills. Case study 2: Learning through landscapes project (Deakin University, 2009) illustrates examples of the `Learning through Landscapes Project'. This project investigated how school grounds can be developed and managed to improve and facilitate environmental, educational and social qualities. Case study 4: The environmental education and computer conference project (Deakin University, 2009) describes a water quality monitoring project that involved 5 Victorian west coast schools and used computer conferencing for communication between with the Victorian schools and international schools monitoring water.
With reference to the case studies, in what sense do you think that environmental education differs from education for sustainability?
Educating for sustainability (EfS) `encompasses a vision for society that is not only ecologically sustainable but one which is socially, economically and politically sustainable as well.' (Fien 2000, p.1) Environmental education (EE) is described by Robottom as seeking to -
(Robottom 2007a, p.3)
Case study 4 also provides examples of education for sustainability and environmental education. The students participating in these water monitoring projects are trained in water testing skills and knowledge, they improve the sustainability of the natural environment by providing information and identifying problems. This project also was conducive for education for sustainability by serendipitously becoming a political issue for a Lorne school where students' efforts to monitor water quality at the town supply were subverted by a defensive local water authority. These students were not deterred and monitored the town water supply at higher risk sites.
These case studies of environmental education are also examples of education for sustainability because they show a consideration for the social, economic and political contexts of the projects.
Are the methods of instruction “transmissive” or “socio-constructivist and transformative”?
Transmissive instruction is teacher centred instruction directed towards students. It is an appropriate method of instruction when training students to use particular methods or technologies especially for middle years students. As a whole approach to environmental and sustainability teaching and learning, transmissive instruction is inappropriate. A social constructivist approach to environmental and sustainability education is a more suitable method of instruction as it can be applied in different contexts and provides a deeper learning experience. This method orientates teachers and students as participants of the learning process. Social constructivism also offers a support system for participants to exchange ideas, clarify values, develop knowledge and design action. Case study 2 and 4 use social constructivist methods of instruction, and transmissive instruction occasionally.
The Learning through Landscapes project provides a support system for people involved in the school community to appraise the use of school grounds, identify areas of improvement and share ideas for change. The school environment also becomes a support system for social constructivist teaching/learning. The school environment provides a physical, social and cultural setting for students where they learn from each other (Adams, 1993). The role of transmissive instruction in this project is to enable students to achieve their goals, for example learning brick laying for the construction of a quadrangle.
The environmental education and computer conference project uses computer conferencing to establish networks connecting local and international school engaged in similar environmental investigations, which `involves/engages students and teachers in range of scientific and educational settings.' (Robottom & Muhlebach 1989, p.3) Deakin University also provided a support structure for this project with field equipment collaborative record keeping. The transmissive methods of instruction were used to teach water testing and data processing skills as these were essential aspects of the project.
Is the educated citizen a deferential or an active participant in decision making?
Environmental education should orientate people as active participants rather than deferential participants in decision making. This can be achieved by using participatory action research. This process provides people with opportunities to `make rational and informed decisions about their own lives, and to accept responsibility for their own actions.' (Commonwealth of Australia, 2009) In Case study 4 The environmental education and computer conference, the project coordinators, teachers and students use participatory action research. Students in this project have opportunities to make difficult decisions and pursue courses of action.
The Learning through landscapes project enabled `young people to actively participate in the shaping of their environment'. (Adams 2007, p.1) There are many examples of people in the school community and wider community collaborating, making decisions and taking action together. At one school students designed and built a wind generator to produce electricity in a cross curricular project. At Weaverham Forest County Primary school a parent worked with teachers and students to develop a playground into an improved environmental, educational and social space. Pupils at Blaydon Comprehensive school worked with the Newcastle Architecture Workshop on a quadrangle. (Adams, 2007) Active participation allows people to express their views and opinions in a democratic process and influence decisions and actions.
What key features of education for sustainability are visible in these case studies of environmental education?
Aiming to improve the quality of the environment with a consideration of social, economic and political dimensions are important features of education for sustainability. Social constructivist pedagogy should be used for education for sustainability, as people construct meaning together. A participatory action research approach also is important to allow the school community to make real decisions and organise appropriate actions. A whole school approach is also important as a `commitment from all sectors of the school to become more sustainable is crucial for a whole school cultural change.' (Gould League, 2005) The case studies of environmental education are in many ways aligned with education for sustainability.
The schools involved with The Learning through landscapes project were involved as whole schools. The students, teachers, school administration, and management were all involved in the design, development and management of improving school grounds. Without the support of any one of these parts of the school community the projects would have struggled to be realised. School communities also considered the political, legal and economic implications of improving the environmental, social and educational values of the school grounds. This was evident when they examined the `hidden curriculum' of school grounds, the regulations pertaining to student safety (Adams, 2007) and the cost of maintenance for new designs.
The environmental education and computer conference project used inquiry learning and students using computer conferencing to share data, ideas, and opinions. These teaching/learning strategies are congruent with social constructivism. Participatory action research was also employed by the `project coordinators, teachers and students'. (Robottom, 2007b) The political dimensions of water quality were also directly experienced by this projects participants. Queenscliff High School students traced water pollution at local beaches to a sewerage outfall pipe. They generated community interest in this situation via the media which led to government intervention and an inquiry about sewerage disposal in the area. (Robottom, 2007b)
How has a critical viewing of the case studies of environmental education practice changed your understanding of ‘education for sustainability’ as developed in the readings in this unit?
The Learning through landscapes project and Environmental education and computer conference project are examples of environmental education and education for sustainability. These projects both are broad and deep, and rooted in reality. The outcomes of these projects have a positive educational, environmental, social and political direction. Analysis of these case studies in regards to the values and key elements of education for sustainability have allowed connections to be drawn with environmental education. If environmental education includes economic, social and political issues then it is education for sustainability.
What changes to these instances of EE would you make to bring them closer to your preferred concept of EfS?
The Learning through landscapes project is very close to my preferred concept of EfS. There are real opportunities for the school community to work together on improving the school grounds. This facilitates real skill and knowledge development, allows people to imagine and create, and see the consequences of their actions. The only change to this project I would consider would be to discourage people working alone on projects. The Environmental education and computer conference project could be modified now to use Web 2.0 tools and social networking technologies to establish networks and develop a scientific community between local and international schools.
References:
Adams, E., 1993, ‘Learning through landscapes’, Paper prepared for the Deakin–Griffith Environmental Education Project.
Commonwealth of Australia, 2009, `AuSSI in Schools' Retrieved 20 May 2009 from <http://www.environment.gov.au/education/aussi/schools.html>
Deakin University, 2007, Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Deakin University, 2009, `ESS715 Trends and Issues in Environmental Education' [Electronic resource - CDROM]
Fien, J., 2001, Education for sustainability: Reorientating Australian school for a sustainable future, Australian Conservation Foundation Inc, Fitzroy.
The Gould League, 2005, Sustainable schools, Retrieved 24 April 2009 from <http://www.sustainableschools.com.au/sustainableschools/key/commitment.html>
McGlashan, L., 2009, `Whole school approach' Retrieved 22 May 2009 from <http://ess715.wikispaces.com/Whole+school+approach>
McGlashan, L., 2009, `Participatory action research' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/Participatory+action+research>
McGlashan, L., 2009, `Social constructivism' Retrieved 22 May 2009 from <www.ess415.wikispaces.com/social+constructivism>
Robottom, I., 2007a, Professional development in environmental education in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I., 2007b, The Environmental Education and Computer Conference Project in Trends and Issues in Environmental Education Study Guide and Reader, Deakin University, Geelong.
Robottom, I. & Muhlebach, R., 1989, `Expanding the scientific community in schools: A computer conference in science education' in
ESS715 Trends and Issues in Environmental Education, [Electronic resource - CDROM]