• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 3
  • 3
  • 1
  • Tagged with
  • 7
  • 7
  • 7
  • 3
  • 3
  • 3
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 1
  • 1
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A study of the relationship between stages of cognitive development and home background on environmental learning of S.1 and S.4 geography students in Hong Kong /

Tang, Wong-biu. January 1995 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 110-113).
2

A study of the relationship between stages of cognitive development and home background on environmental learning of S.1 and S.4 geography students in Hong Kong

Tang, Wong-biu. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 110-113). Also available in print.
3

Effects Of Eco-school Application On Elementary School Students&#039 / Environmental Literacy Levels

Ozsoy, Sibel 01 March 2010 (has links) (PDF)
This study was conducted to investigate the effects of eco-school application on elementary school students&rsquo / environmental literacy levels. Besides, effects of the application on students&rsquo / views about environment were explored. The study was carried out during the spring semester of 2008&ndash / 2009 academic year. Data of the study were gathered from 316 students (grades six to eight) enrolled to two elementary schools. One of the schools was determined as experimental group (n = 156) and students attending this school received eco-school application. The other school was set as control group (n = 160) and students enrolled to this school received traditional school application. Environmental Literacy Questionnaire with four subscales / environmental knowledge, attitudes, uses and concerns, was used to determine students&rsquo / environmental literacy before and after the eco-school application. Also, students&rsquo / views about environment were clarified with a draw-and-explain task. At the end of the treatment, interviews were conducted with some eco-school students and teachers to determine their views about the application. The results revealed that there were significant differences between control and experimental groups of different grade levels in terms of the all subscales of Environmental Literacy Questionnaire in the favour of experimental group. Additionally, students&rsquo / pre- and post- drawings showed that elementary school students&rsquo / views about environment mainly focus on three major themes / clean, polluted and both clean and polluted environment. The Chi-Square analysis revealed that there were significant associations between treatment groups and their views about the environment.
4

Políticas de educação ambiental na escola pública: avanços e retrocessos / Public policies of environmental education in public school: advances and setbacks

Figueiredo, Pâmela Buzanello 28 May 2018 (has links)
Submitted by Pâmela Buzanello Figueiredo (pamela.figueiredo@unesp.br) on 2018-08-01T01:55:50Z No. of bitstreams: 1 TESE_VERSAO FINAL_PAMELABFIGUEIREDO.pdf: 2802713 bytes, checksum: cbe352de25ce1a1f8f324c78db1033b7 (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-08-02T17:38:38Z (GMT) No. of bitstreams: 1 figueiredo_pb_dr_bauru.pdf: 2708436 bytes, checksum: 69f9fb5fe2813132378496913f1aae3a (MD5) / Made available in DSpace on 2018-08-02T17:38:38Z (GMT). No. of bitstreams: 1 figueiredo_pb_dr_bauru.pdf: 2708436 bytes, checksum: 69f9fb5fe2813132378496913f1aae3a (MD5) Previous issue date: 2018-05-28 / Considerando a trajetória da educação ambiental desde seu surgimento até sua instituição como política pública no Brasil, temos que embora o seu surgimento tenha se dado nos movimentos ecologistas, consolidando-se como uma preocupação da sociedade nas últimas décadas do século XX, a educação ambiental passou a ser incorporada no âmbito institucional de organismos como a ONU e a UNESCO incorporando uma perspectiva reformista e conciliatória entre desenvolvimento e sustentabilidade. Essa trajetória da educação ambiental, demonstra um processo de crescimento bastante significativo, inclusive pela garantia de sua inserção na educação escolar, principalmente após a promulgação da PNEA. Assim, com o intuito de analisar as propostas do Órgão Gestor da PNEA para as escolas no Brasil de 2002 a 2014, ou seja, o que definimos para esse estudo foi identificar a relação entre as propostas deste Órgão com aquelas realizadas nas escolas públicas de educação básica do estado de São Paulo. A partir de uma entrevista realizada com um dos Coordenadores Geral de Educação Ambiental do MEC, pudemos perceber que a política de educação ambiental elaborada pelo Órgão Gestor para as escolas configuram-se muito mais como programas do que propriamente como políticas públicas. Compreendidas as políticas públicas de educação ambiental - os programas - propostos pelo Órgão Gestor, buscamos investigar a presença das ações de educação ambiental nas escolas de educação básica do município definido . Os obstáculos e dificuldades enfrentados ao longo desse processo revelaram a fragilidade da formulação das políticas de educação ambiental como um campo de disputas, onde as diferentes vertentes que propõem ações educativas ambientais determinam, em última análise, a adequação e manutenção dos modelos hegemônicos de organização da sociedade. Desse modo, temos que por um lado, a lógica neoliberal orienta as políticas oficiais de educação ambiental caracterizando todo retrocesso que ela vem sofrendo no Brasil ao ponto de reduzir-se a um conjunto de programas, e, por outro lado, no âmbito da educação ambiental escolar, os obstáculos e dificuldades nos mostraram que a forma como se organiza a escola pública, enfraquecem ainda mais a educação ambiental que já vem frágil em forma de políticas públicas. / Considering the environmental education trajectory, from the beginning to its institution as public policy in Brazil, although its emergence has occurred in the ecological movements, consolidating itself as a society’s concern in the last decades of the twentieth century, environmental education has been incorporated into the institutional framework of organizations such as ONU and UNESCO incorporating a reformist and conciliatory perspective between development and sustainability. This trajectory of environmental education demonstrates a significant growth process, including the guarantee of its insertion in school education, especially after the promulgation of the PNEA. In order to analyze the proposals of PNEA Management System for schools in Brazil from 2002 to 2014, which has been defined for this study was to identify the relationship between the proposals of this organization and those carried out in public basic education schools in the state of São Paulo. From an interview with one of MEC Environmental Education General Coordinator, we realize that environmental education policy drawn up by the Management System for schools constitute a lot more like programs than as public policy. Understanding the environmental education public policies - the programs - proposed by the Managing System, we sought to investigate the presence of environmental education actions in the basic education schools from a chosen city. The obstacles and difficulties faced during this process revealed the fragility of the formulation of policies on environmental education as a battle field where the individual sections that propose environmental education actions determine, ultimately, the adequacy and maintenance of hegemonic models for society organization. So we have on one hand, the neoliberal logic that guides the official policies for environmental education featuring all setback it has suffered in Brazil as to reduce to a set of programs, and on the other hand, in education obstacles and difficulties have shown us that the way the public school is organized provokes further weakening in an environmental education that is already fragile in the form of public policies.
5

A educação ambiental nas escolas municipais de ensino fundamental de Manaus: um estudo de caso a partir da percepção dos discentes

França, Patrícia Auxiliadora Ribeiro de 22 December 2015 (has links)
Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-19T13:56:40Z No. of bitstreams: 1 Dissertação - Patrícia A. R. de França.pdf: 8552508 bytes, checksum: 468de6634a6245ddd2cdf830a2ebd1df (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-19T13:58:25Z (GMT) No. of bitstreams: 1 Dissertação - Patrícia A. R. de França.pdf: 8552508 bytes, checksum: 468de6634a6245ddd2cdf830a2ebd1df (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-08-19T14:00:06Z (GMT) No. of bitstreams: 1 Dissertação - Patrícia A. R. de França.pdf: 8552508 bytes, checksum: 468de6634a6245ddd2cdf830a2ebd1df (MD5) / Made available in DSpace on 2016-08-19T14:00:06Z (GMT). No. of bitstreams: 1 Dissertação - Patrícia A. R. de França.pdf: 8552508 bytes, checksum: 468de6634a6245ddd2cdf830a2ebd1df (MD5) Previous issue date: 2015-12-22 / Não informada / This work had as a starting point to find response to the following problem: the extent to which public schools have contributed to promote environmental education? Due to such a question, the work aimed to verify that the projects and actions in environmental education in public schools bring significant results that translate into personal practice in the daily lives of their students. To this end, we conducted a case study with empirical research descriptive, especially in the form of field work. Data were statistically analyzed from the SPSS (Statistical Package for the Social Sciences) and the main results presented in graphs and tables. It was observed that the results were concerned with the approaches of important authors of the literature on the subject. It can be concluded that environmental education promoting behavioral changes and awaken the true student interest in finding solutions to environmental problems, however, apart from the recognition value and the interest which the participants have on environmental issues, it is necessary schools to further advance so that they become more frequent environmental education in everyday life of the students and to develop new actions and plans aimed at preserving the environment / Este trabalho teve como ponto de partida encontrar resposta ao seguinte problema: até que ponto as escolas municipais têm contribuído para promover a educação ambiental? Em decorrência de tal pergunta, o trabalho teve como objetivo geral verificar se os projetos e ações em educação ambiental nas escolas municipais trazem resultados significativos que se traduzam em práticas pessoais no dia a dia dos seus discentes. Para tanto, foi realizado um estudo de caso, com pesquisa empírica do tipo descritiva, sobretudo na forma de trabalho de campo. Os dados obtidos foram analisados estatisticamente, a partir do programa SPSS (Pacote Estatístico para as Ciências Sociais) e os principais resultados apresentados em gráficos e tabelas. Foi observado que os resultados se mostraram concernentes com as abordagens de importantes autores da literatura sobre o assunto. Pode-se concluir que as ações de educação ambiental promovem mudanças de comportamento e despertam nos estudantes certo interesse para encontrar soluções para as problemáticas ambientais, todavia, para além do reconhecimento de valor e do interesse que os participantes têm sobre as questões ambientais, é necessário que as escolas avancem mais ainda para que se tornem mais frequentes as ações de educação ambiental no dia a dia da dos discentes e que se desenvolvam novas ações e planos voltados à preservação do meio ambiente.
6

Aktuální pojetí školní a mimoškolní ekologické výchovy v České republice / Present Conception of School and Out-of-school Ecological Education in Czech republic

JÄGEROVÁ, Jitka January 2009 (has links)
After definition of used terms I inform about aims, methods and ideological solutions. The principal part of thesis is reflection how to pedagogically influence in the sphere of environmental education and edification. At the close of the thesis there is signed that sustainable development and its correlation between ecological, social, economic and ethic aspect has future for environmental education and edification.
7

Concepções de educação ambiental e perspectivas pedagógicas de professoras do ensino fundamental e as potencialidades do Pólo Ecológico de São Carlos (SP)

Iared, Valéria Ghisloti 06 May 2010 (has links)
Made available in DSpace on 2016-06-02T19:31:51Z (GMT). No. of bitstreams: 1 3041.pdf: 1763061 bytes, checksum: 4532c93bba50df0ccfddcb6084945bc3 (MD5) Previous issue date: 2010-05-06 / Financiadora de Estudos e Projetos / Since 1970´s, in Brazil, a series of educational proposals have incorporated activities related to environmental issues among then outdoor activities in natural spaces. However, we consider that most of those activities don´t take full advantage of its educational potential, both in order to explore all the contributions that the ecology field can offer, or to work with social mobilization and the formation of values. Moreover, it is relevant to identify how primary school teachers deal with three spheres of the educational practice (knowledge, ethical and aesthetics values, and participation) that we consider inseparable in an effective environmental education work. To investigate if the units of the São Carlos Ecological Pole (Pólo Ecológico de São Carlos) are educating spaces that contribute to the understanding of the complexity of environmental issues, and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places, people who are involved or have been involved with environmental education (EE) in these spaces, and followed guided tours in all units of the Ecological Pole. To present the results, we chose to discuss them in two stages: Moment I: analysis of all collected material trying to define what each unit of the Ecological Pole can offer, based on 21 listed parameters that are consistent with a critical perspective of EE and Moment II: an analysis of teachers´ interviews aiming to relate the different trends in environmental education conception and educational perspective. Regarding the Moment I, we have identified that the activities of EE in the Pole units can address issues that contemplate the three dimensions of educational practice. This brings up the idea that the issues involve more than one subject, which is consistent with our view that it is up to the EE to unveil the complexity of environmental issues. When we look at each site independent of each other, we realize that many parameters are not dealt with, but when considering the sum of these parameters, we observe that all are identified. This shows the importance of an EE that is permanent and continuous inter and transdisciplinary, requiring partnerships between multiple instances to be viable. The connectivity between the Pole units in a coordinated action would increase each unit´s actions. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work. There are certain parameters that are still not addressed frequently. Thus, we envisage a permanent and articulated EE so that other issues, on occasions other than during these visits, can be discussed and reflected upon. For the Moment II analisys, we considered three perspectives of educational trends and three EE conceptual tendencies. We noticed the coexistence of several trends in the same speech, which indicates that the school is reflective and reflects the transition of paradigms through which society in general is going through, and hence the knowledge production in the EE field. From this evidence, we believe that the institutionalization of EE among different groups and social sectors can make the challenge of greening a less arduous task for the school. We identified that the EE actions, both at school and in field activities, do not incorporate all the points that deserve to be addressed in regard to the complexity of environmental issues. The results of this research show how an cross, permanent and continuous EE is a decisive factor for the realization of its principles and objectives. / No Brasil, a partir década de 1970, uma série de propostas educativas tem incorporado atividades relacionadas com a temática ambiental - dentre elas as atividades ao ar livre em áreas verdes. No entanto, consideramos que a maioria das atividades nessas áreas não aproveitam todo o potencial educativo, tanto no sentido de explorar toda a contribuição que a ecologia pode oferecer, como de trabalhar a formação de valores e a mobilização social. Além disso, é relevante identificar como educadores(as) do ensino básico lidam com três esferas da prática educativa (conhecimentos, valores éticos e estéticos e participação) que consideramos indissociáveis em um trabalho efetivo de educação ambiental. Com o intuito de investigar se as unidades do Pólo Ecológico de São Carlos são espaços educadores que contribuem para a compreensão da complexidade da questão ambiental, e que estimulam o sentido de pertencimento e de responsabilidade social, entrevistamos professoras do ensino fundamental que haviam acompanhado visitas a esses locais, pessoas que estão envolvidas ou já estiveram envolvidas com atividades de educação ambiental (EA) nesses espaços, e acompanhamos visitas guiadas em todas as unidades do Pólo Ecológico. Para apresentação dos resultados, optamos por discuti-los em dois momentos: Momento I: análise de todo material, procurando definir o que cada unidade do Pólo Ecológico pode oferecer segundo 21 parâmetros elencados, que estão de acordo com uma perspectiva crítica de EA e Momento II: análise das entrevistas das professoras, objetivando relacionar as diferentes tendências da concepção de educação ambiental e perspectiva pedagógica. Em relação ao Momento I, identificamos que as atividades de EA nas unidades do Pólo podem abordar assuntos que perpassem pelas três dimensões da prática educativa. Isso traz a idéia de que os assuntos envolvem mais de uma questão, o que condiz com a nossa perspectiva de que cabe à EA desvelar a complexidade da questão ambiental. Quando olhamos para cada local independente do outro, percebemos que muitos parâmetros não são trabalhados, mas ao analisar a somatória desses parâmetros, observamos que todos são identificados. Isso mostra a importância de uma EA permanente e contínua, inter e transdisciplinar, que exige parcerias entre várias instâncias para ser viabilizada. A conectividade entre as unidades do Pólo em uma ação coordenada potencializaria a ação de cada uma. Por isso, reforçamos a idéia de que a integração dessas unidades constituiria um trabalho mais completo de EA. Existem certos parâmetros que ainda assim não são abordados com frequência. Desse modo, vislumbramos uma EA permanente e articulada para que outras questões, em outras oportunidades que não sejam durante essas visitas, tenham espaço para serem discutidas e refletidas. Para a análise do Momento II, consideramos três tendências de perspectivas pedagógicas e três tendências de concepção de EA. Percebemos a coexistência de várias tendências no mesmo discurso o que nos indica que a escola é reflexo e reflete a transição de paradigmas pela qual passa a sociedade e, consequentemente, a produção de conhecimento no campo de EA. A partir dessa constatação, nossa aposta é de que a institucionalização da EA entre diferentes públicos e setores sociais pode tornar o desafio da ambientalização uma tarefa menos árdua para a escola. Identificamos que as ações de EA, tanto na escola como nas atividades de campo, não incorporam todos os pontos que merecem ser abordados para contemplar a complexidade da questão ambiental. Os resultados dessa investigação mostram o quanto uma EA transversal, permanente e contínua é fator decisivo para a efetivação dos seus princípios e objetivos.

Page generated in 0.1247 seconds