國立虎尾科技大學 |

Targeting environmental beliefs in a community college environmental science course.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Targeting environmental beliefs in a community college environmental science course./
作者:	Caldarelli, Mary K.
面頁冊數:	1 online resource (245 pages)
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3247.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Adult education. -
電子資源:	click for full text (PQDT)
ISBN:	9780496066421

Targeting environmental beliefs in a community college environmental science course.
Caldarelli, Mary K.

Targeting environmental beliefs in a community college environmental science course. - 1 online resource (245 pages)

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3247.

Thesis (D.Ed.)

Includes bibliographical references

This critical action research study was designed to address the practice-based problem of efficacy in adult environmental education. Due to the numerous environmental problems facing the earth, environmental educators have been called upon to design and implement educational programs that foster environmentally responsible behavior in learners. The environmental pedagogy developed for this study grounded the learners in their socio-cultural context and utilized techniques of transformative learning to encourage learners to address the environmental beliefs that result from this context. Reflective journals and essays, collaborative writings, individual interviews, and a pretest/posttest questionnaire were utilized to determine the nature of change in the learners that resulted from this educational intervention. The participant outcomes of this study include expanded environmental awareness, a more holistic environmental perspective, action on new understandings and a change in environmental beliefs. During the twelve-week timeframe of this study participant meaning-making was enhanced by critical reflection, integration of past and present experiences, reliance on 'expert' knowledge and exposure to multiple perspectives. The nature of change that occurred in the individuals in this study would suggest that contextualizing adult environmental education and applying transformative learning theory to practice can result in a more relevant, less abstract conception of the environment and less symbolic proenvironmental beliefs and attitudes. In addition, the findings of this study also indicate that environmental educators should consider the impact of epistemological beliefs on environmental learning, and the uniquely individual and time-consuming aspects of applying transformative learning to practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780496066421Subjects--Topical Terms:

555548
Adult education.
Index Terms--Genre/Form:

554714
Electronic books.

Targeting environmental beliefs in a community college environmental science course.
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504 $a Includes bibliographical references
520 $a This critical action research study was designed to address the practice-based problem of efficacy in adult environmental education. Due to the numerous environmental problems facing the earth, environmental educators have been called upon to design and implement educational programs that foster environmentally responsible behavior in learners. The environmental pedagogy developed for this study grounded the learners in their socio-cultural context and utilized techniques of transformative learning to encourage learners to address the environmental beliefs that result from this context. Reflective journals and essays, collaborative writings, individual interviews, and a pretest/posttest questionnaire were utilized to determine the nature of change in the learners that resulted from this educational intervention. The participant outcomes of this study include expanded environmental awareness, a more holistic environmental perspective, action on new understandings and a change in environmental beliefs. During the twelve-week timeframe of this study participant meaning-making was enhanced by critical reflection, integration of past and present experiences, reliance on 'expert' knowledge and exposure to multiple perspectives. The nature of change that occurred in the individuals in this study would suggest that contextualizing adult environmental education and applying transformative learning theory to practice can result in a more relevant, less abstract conception of the environment and less symbolic proenvironmental beliefs and attitudes. In addition, the findings of this study also indicate that environmental educators should consider the impact of epistemological beliefs on environmental learning, and the uniquely individual and time-consuming aspects of applying transformative learning to practice.
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