<p>When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

The growing interdependence between individuals and nations is reflected in the environmental conditions of our world. There is a need for individuals to be environmentally aware and proactive to live in harmony with the natural environment and prevent its continued degradation. A retrospective look at the lives of environmental educators may provide clues as to the types of experiences helpful in developing environmentally concerned and proactive citizens. A purpose of this study was to determine experiences environmental educators in British Columbia, Canada considered significant in developing their interest in and dedication to the field of environmental education. A second purpose was to explore the relevance and applicability of earlier research findings about experiences formative in developing concern for the environment to a select group of environmental educators from the same population. Leaders in environmental education in British Columbia nominated the selected environmental educators as outstanding in their field for their action oriented environmental education programs. These purposes were achieved through the use of a questionnaire sent to environmental educators in British Columbia [B.C.], Canada and through interviews of the selected outstanding environmental educators. Experiences with other people, experiences in natural areas and vocational experiences were most frequently mentioned as influential by questionnaire respondents. The interviewed educators mentioned experiences in natural areas, the influence of people and experiences of negative environmental impact, education and vocation as the most influential. The results were not entirely consistent with results reported in the literature from studies of other environmentally aware individuals. Possible reasons for the differences are presented. Information about the environmental education programs of the outstanding educators, their reasons for remaining as classroom teachers and what they consider potential barriers to teaching environmental education in a classroom based setting is alsosummarized. Recommendations for implementation of the findings are presented, as are recommendations for future research. / Graduate

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: James E. Swasey, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2006. / Includes bibliographical references (leaves 146-151).

Thesis (M. Arch.)--University of Hong Kong, 1995. / Includes special report study entitled: Child's conception of space. Includes bibliographical references.

Thesis (M.E.S.)--Evergreen State College, 1995. / "June, 1995." Title from title screen (viewed 2/23/2010). Includes bibliographical references (p. 69-72).

<p> Environmental service-learning is an intentional educational experience(s) wherein learners engage in meaningful activities designed to serve the environment. Environmental service-learning activities vary according to their learning and service goals and include ecomanagement, persuasion, legal action, economic action and political action. The purpose of this mixed methods research was to explore the ecological and educational impacts of grades 6-12 environmental education, with special attention to environmental service-learning throughout Portland, Oregon.</p><p> Ecological impacts considered restoration and conservation outcomes of several environmental service-learning programs including plant communities, soils, litter removal and trail maintenance. Educational outcomes considered aspects of environmental literacy including locus of control, environmental sensitivity, indicated environmentally responsible behaviors, investigating environmental issues and knowledge of physical systems. The relative influence of some significant life experiences on youths' response to environmental education, including environmental service-learning, was also considered. Telephone surveys were used to gather data from 22 Portland metropolitan area environmental education programs. Data included 2014 annual biophysical impacts (e.g., area of invasive species removed, pounds of litter removed) and information on programming (e.g., length of program, % time outside). Eleven programs administered a 33-question environmental literacy assessment to participants of their programs (n=393). The assessment included the New Environmental Paradigm, the Inclusion of Nature in Self, questions from Environmental Identity Scale and self-constructed questions. One 8^th grade program was identified for a detailed case study. In this 8^th grade programs, slight variations in educational activities occurred among three treatment groups which varied the amount of time youth spent engaged in ecomanagement. Youth from the three treatment groups and a control group were administered the environmental literacy assessment at the beginning and end of the program. Qualitative data for the youth in the treatment groups were gathered to further consider how environmental literacy was impacted by participation in the program. </p><p> Stronger associational correlations to environmental literacy occurred for the percentage of time an environmental education program spent outdoors rather than the percentage of time an environmental education program engaged in environmental service-learning (e.g., &ldquo;With other people, I can work to make a positive impact on the environment.&rdquo; rho: .276 vs. &ldquo;I have the skills necessary to make a positive impact on the environment.&rdquo; rho: .176). Random forests indicated that environmental education program features and some significant life experiences could predict collapsed environmental literacy variables (locus of control, environmental sensitivity and environmentally responsible behaviors). 22.4% of the variance in a collapsed environmental sensitivity variable was explained by nine predictor variables; those variables with the strongest influence were youth response to &ldquo;Before this program, how frequently did you spend time in the outdoors&rdquo;, age and the presence of a positive adult role model who cares for the environment. Youth participating in environmental education programs showed higher environmental literacy than control groups (e.g., &ldquo;I feel an important part of my life would be missing if I couldn't get out and enjoy nature from time to time&rdquo; U: 3642.500, p: 0.025). Youth with significant formative life experiences (e.g., those indicating previous environmental education or a positive adult role model that cares for the environment) responded better (higher environmental literacy) to environmental education than those youth without (&ldquo;I pay special attention to things outdoors.&rdquo; chi 10.633, p: 0.031).</p><p> This research provides insight on the efficacy of environmental service-learning. Environmental service-learning positively affected environmental literacy, but outdoor environmental education was more effective in terms of environmental literacy. Results corroborate the body of literature regarding significant life experiences. Further, results suggest that significant life experiences are a critical development milestone necessary for youth to respond to environmental education on a developmental trajectory to empowered environmentally literate citizens.</p>

<p> This dissertation explores the confluence between transformative learning (TL), education for sustainability (EfS), and Expeditionary Learning (EL). The researcher has studied the experiences of EL graduates from three high schools and asked the question: does participation in an EL high school result in transformative learning? If so, what are the elements that compose this (or series of) transformative learning experience(s) and what learning structures within EL specifically support TL? These transformative learning experiences include changes in identity, paradigmatic or mental modal change, and/or behavior change. Lastly, the research reveals sustainability-supportive qualities of graduates that emerge from the transformative learning experiences. Results from the research indicate there are three learning realms from which students experienced transformative learning experiences. These realms included: community, academic challenge in the real world, and deep experience of people and place. The research uses grounded theory as the overarching methodology to study data from an exploratory case study, as well as to guide the data collection and interpretation process. Objectives for this study were threefold: 1. Increase understanding of the impact of EL practices on its graduates, with specific emphasis placed on transformative learning experiences; 2. Investigate the process of transformative learning 3. Understand the relationship between EL graduates' TL experiences and sustainability-supportive qualities of graduates </p>

Environmental education faces special challenges in areas of acute conflict over resource use. This thesis assesses the role of popular environmental education workshops carried out by an external non-governmental organization in a forest-based community in Morelos, Mexico. Factors investigated as possible influences on the impact of workshops included: the pedagogy employed; local perceptions of environmental problems; obstacles to participation; and motivations of participants. The research indicates that the potential role of environmental education for collective action is enhanced when workshops not only increase access to, and sharing of, relevant information, but encourage organizational capacity and inspiration through group work. Furthermore, environmental education must be relevant to major local concerns and forms of communication. Initial workshops on the forest have demonstrated local desire for community management to solve deforestation problems. A political ecology approach could be useful in workshops for in-depth analysis of the decision-making levels affecting the local environment.

With ecological crises remaining at the forefront of public concern it is now more important than ever to develop connections between human beings and the natural world. Consequently, environmental education programs have included values in their objectives in an effort to stimulate appreciation for and dedication to maintaining the health of the planet. / This case study examines the values and values education approaches implicit in the Fort Whyte Centre for Environmental Education in Winnipeg, Manitoba. Based on the theoretical framework of both values education and environmental education, analysis revealed that embedded in the program are the values of respect, appreciation and care-taking. Furthermore, it indicates that early childhood experiences in nature are integral in sustained dedication to the environment. Finally, it was apparent that ingrained in the strategies employed by the facility are elements of values education models. / Outlining values in program objectives ensures that these beliefs are a central focus of the lessons. Concurrently, teacher training programs must directly teach values education approaches with reference to environmental education. Ecological dilemmas are moral-ethical issues and must be dealt with as such. By neglecting to adequately prepare instructors to deal with these issues programs cannot achieve their objectives. Environmental value systems cannot be developed unless programs are specifically designed to achieve this goal.