Thesis (M.A.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 76-82).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 78-82).

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 185-196).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 78-82). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 76-82). Also available in print.

Thesis (Ph. D.)--University of Michigan, 1994. / Includes bibliographical references (leaves 474-483).

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

O novo modo de vida criado pela sociedade implica em modificações, tanto na questão urbana, social e ambiental, descrito hoje como problemas ambientais contemporâneos. Mas para que haja compreensão das mudanças ambientais, se faz necessário integrar as diversas ciências, como as ciências naturais e sociais, possibilitando assim o equilíbrio com o desenvolvimento econômico e ambiental. Partindo do pressuposto de que os processos naturais não podem ser dissociados dos processos humanos e a importância de reconhecer na paisagem a população como atores principais e fundamentais para a conservação ambiental e participação na gestão de seu território, pressupõem-se que a percepção da paisagem pode servir como ferramenta de conservação ambiental. Entretanto para conservar é preciso conhecer e compreender o real motivo da conservação ambiental. Compreender o ambiente e seus significados em conjunto com as relações sociais, permite desenvolver a capacidade de pensar o desenvolvimento com liberdade, revelando importância do seu território. Esse novo pensar e as novas práticas sustentáveis, são discutidos na educação ambiental e agora maiormente na educação formal. No âmbito da educação tem se intensificado a formação de um consenso sobre a necessidade de problematizar a questão ambiental em todos os níveis de ensino, a partir disso a educação ambiental vem sendo valorizada como uma ação educativa que deve estar presente de forma transversal e interdisciplinar, permitindo a formação de novas atitudes e sensibilidades. A educação ambiental por ser uma relação humana interdisciplinar permite a utilização de diversas técnicas e métodos de conscientização e aprendizagem. Dentre diferentes métodos utilizados na educação ambiental a percepção da paisagem pode ser um novo caminho para a conscientização ambiental, já que as duas trabalham com a sensibilização, emoção, sentimentos e energias as quais podem influenciar na mudança de comportamento. Desta forma entende-se que compreender o espaço socialmente produzido como lugar de experiências favorece o processo de aprendizagem, possibilitando estabelecer discussões sociais, políticas e ambientais na paisagem. Partindo da importância de utilizar a percepção da paisagem como ferramenta de conservação ambiental dentro da perspectiva da educação ambiental, a presente pesquisa foi realizada na Escola Municipal de Ensino Fundamental Profª Marili Dias, tendo como objetivo geral: Verificar se o estudo da paisagem na EMEF Profª Marili Dias pode contribuir para a conservação ambiental. A pesquisa utilizou a pesquisa participante como metodologia de pesquisa qualitativa durante as atividades realizadas, utilizando-se de um conjunto de procedimentos como questionário estruturado, pesquisa documental, depoimentos e narrativas, contribuindo na construção da Cartografia Social Participativa. / The new way of life created by society implies changes both in urban, social and environmental issues, described today as contemporary environmental problems. To understand the environmental changes, it is necessary to integrate the various sciences, such as the natural and social sciences, allowing the balance to the economic and environmental development. Assuming that natural processes cannot be separated from human processes and the importance of including the population in the landscape as key players in environmental conservation and participation in the management of its territory, it´s assumed that the perception of the landscape can serve as environmental conservation tool. However to preserve you need to know and understand the real motive of environmental conservation. Understanding the environment and their meanings together with social relationships, increases the capability of thinking development with freedom, disclosing the importance of its territory. This new thinking and new sustainable practices, are discussed in environmental education and now in formal education as well. In education it has intensified the formation of a consensus on the need to discuss environmental issues at all educational levels, from that environmental education has been valued as an educational activity that should be present in a comprehensive and interdisciplinary way, allowing the formation of new attitudes and sensibilities. Environmental education is an interdisciplinary human relationship and allows the use of various techniques and methods of awareness and learning. Among the different methods used in environmental education perception of the landscape can be a new path to environmental awareness, since it works with awareness, emotion, feelings and energies which can influence behavior change. Thus it is known that to understand the socially produced space as a place of experience promotes the learning process, allowing establishing social, political and environmental discussions within the landscape. Starting from the importance of using the perception of landscape as a conservation tool from the perspective of environmental education, this research was conducted at the Municipal Elementary School Prof. Marili Dias with the goal: To make sure the landscape study in EMEF Profª marili Dias can contribute to environmental conservation. The research used participatory research as qualitative research methodology during the activities. Considering that, between data production techniques for the development of social research, apply techniques used to both qualitative methods and also quantitative methods. Therefore, we used a set of procedures as structured questionnaire, documentary research, interviews and narratives, contributing to the construction of participative Social Cartography.

This case study was undertaken to determine if the mission of the Regional Planning Program at Western State College is being fulfilled. The mission states that the Regional Planning Program should offer interdisciplinary, or integrated, education. The problem is the course work in the Regional Planning Program has become very specialized, creating fragmented education. The research methods, including historical review and in-depth interviews, indicate several findings that support the recommendation for a reorganization of the curriculum at Western State to implement interdisciplinary study. First, an historical analysis of the transformation of the college mission during the early 1900s reveals two major themes. One theme is the need for change in the academic programs to include practical applications. The justification for the creation of the Regional Planning Program at Western was based on the pragmatic aspects of the program. The other theme is the need for integrated education, or education that incorporates the theoretical with practical applications from several related disciplines, to solve problems. The historical review of the Regional Planning Program shows that integrated education is not being offered. Second, a review of the literature on interdisciplinary teaching, or cross-principles teaching, was conducted to determine how interdisciplinary programs are structured and how the Regional Planning Program at Western State compares to these programs. It was found that the interdisciplinary teaching techniques and curricular structure described in the literature are not part of the Regional Planning Program. Third, a series of in-depth, unstructured interviews were conducted with five professors. Two professors are members of the Regional Planning and Geography Department. The other three professors are members of the History, Biology, and Business/Economics Departments. It was found that these professors teach traditional, disciplinary courses. It was concluded from the case study that regional planning at Western State is not treated as an interdisciplinary field. Although the data indicate that the professors believe the Regional Planning Program should offer an integrated education, there have been few attempts to integrate course work. A reorganization to create an interdisciplinary approach at Western State is put forth in the conclusion.