Thesis (M.S.)--Ohio University, November, 2004. / Title from PDF t.p. Includes bibliographical references (p. 64-67)

Thesis (Ph. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed July 23, 2007. Includes bibliographical references (p. 177-187).

Thesis (M.S.)--Ohio State University, 1986. / Includes bibliographical references (leaves 91-97). Available online via OhioLINK's ETD Center

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2006. / Includes bibliographical references (p. 110-113).

Thesis (M.S.)--University of Wisconsin--Stevens Point. / Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources Environmental Education/Interpretation, College of Natural Resources. Includes bibliographical references (leaves 109-111).

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009. / Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education and Interpretation), College of Natural Resources. Includes bibliographical references (leaves 78-79).

Made available in DSpace on 2015-03-03T11:52:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-28Bitstream added on 2015-03-03T12:06:12Z : No. of bitstreams: 1 000809788.pdf: 866167 bytes, checksum: 830c5eb1bc57ae69f04e69e4bf0593ef (MD5) / A presente pesquisa parte da relevância social que a temática ambiental apresenta atualmente, tem como objetivos direcionadores compreender as propostas de trabalho em Educação Ambiental realizadas pelo município de Araraquara e, especificamente o Centro de Educação Ambiental do Município de Araraquara (CEAMA), levantando as principais atividades desenvolvidas, bem como as metodologias, recursos e materiais empregados; elencando os limites e as possibilidades para a prática docente e também a devolutiva dos professores com relação à contribuição do local. É de cunho qualitativo em que atua-se com análise documental e entrevistas semiestruturadas com 11 sujeitos, 1 profissional do CEAMA e 10 professores da rede pública de ensino. Dentre os resultados, observamos que no município de Araraquara as atividades referentes à temática ambiental são desenvolvidas em concordância com documentos oficiais nos níveis nacional, estadual e municipal, ou seja, de modo transversal. Nossa análise também aponta que a fragmentação do saber é própria do sistema capitalista, voltada a sua manutenção e, somente por meio de práticas educativas desenvolvidas na perspectiva da totalidade, trabalhando os conteúdos considerando seu movimento dialético, situado histórico e socialmente é que será possível superar esta fragmentação; compreendendo assim, a influência do ambiente na constituição da sociedade, do homem, da realidade local etc / This research starts from the social relevance of environmental thematic nowadays, the objectives that guided the research were: understand the proposed work in Environmental Education held by the city of Araraquara and, specifically the Center of Environmental Education of Araraquara City (CEAMA), raising the main activities developed by local, as well methodologies, resources and materials used; listing the limits and possibilities for teaching practice and also the feedback of teachers in relation of the local contribution. It’s a qualitative research that we act with documental analysis and semistructured interviews (with 11 people, being 1 CEAMA's professional and 10 teachers from public schools). Among the results, we observe that in the city of Araraquara activities related to environmental issues are developed in accordance of official documents national level, state level and municipal level, in other words, transversely. Our analysis also indicates that the fragmentation of knowledge belongs to capitalist system, directed to your maintenance and, only through educational practices developed in the context of the entire, considering dialectical movement, situated historically and socially it will be possible to overcome the fragmentation of to know; thus, understanding the influence of the environment on constitution of society, of man, of local reality etc

<p> The world today needs citizens that value and behave in response to an ever-accelerating ecological crisis. Place-based environmental education delivered in an expeditionary framework can facilitate the development of students' conservation ethic and action. This thesis seeks to apply research on conservation psychology and environmental education in the design of a comprehensive, semester-long, field-based expeditionary curriculum focused on landscape studies of the Colorado Plateau taught at Prescott College. The research and curriculum design explore the question: <i>What are the critical elements of an expeditionary, place-based semester curriculum that instill a conservation ethic and action within students?</i> This question was explored through curriculum design and implementation informed by textual research and theory and in utilizing the application of heuristic research methodologies. As a result, the research grounds and integrates the awareness to action continuum into an expeditionary field semester curriculum to present the critical elements of fostering a conservation ethic in students, using a creative applied thesis format.</p><p>

This collection of research projects tells a story of the time I have spent with members of the Albany Working for Water team; including preparations made, lessons learned and insights gained. My first project was to analyse the methodology of a research paper. I chose the paper by Arjen Wals because I intended, like him, to examine people's perceptions of environmental issues. From this paper I gained ideas for a qualitative research process and learnt the importance of theoretical and methodological consistency. My next project was to present a report on my research into the perceptions of workrelated environmental issues among the Albany Working for Water workers. From this research I gained insight into the knowledge of the workers and also some of the misconceptions that they have about social and ecological issues. I made educational recommendations based on these insights. This experience inspired me to initiate a play with a group of the workers about alien plant eradication. The process of developing this play formed the basis for a research paper that I have submitted as another research project. Concurrent with the development of the play, I conducted a fourth research project that was a situational analysis of the Albany Workingfor Water Project. I hoped that this analysis would provide useful insight into the context of the above two projects. Overall, I hope the story reflects how I have grown through the learning experiences I shared with the Albany Working for Water team. I would like to extend to my thanks to all those who assisted and shared my journey with me.

This research project examines a case of environmental training for workers in the Expanded Public Works Programme, a poverty relief programme operating in South Africa (EPWP). It is constituted as an interpretive case study, and explores what workers learn and how they learn in an environmental skills programme. The study also examines the context of learning. In accordance with education and training policy, what learners are meant to learn is articulated in unit standards registered on the South African Qualifications Authority website. The unit standards are used to design curricula and learning programmes which are registered as environmental skills programmes by Sector Education and Training Authorities (SETAs). For the conservation sector the SETA is the Tourism and Hospitality Education and Training Authority (THETA). To develop an understanding of what learners learn, I considered the content, concepts, skills, values and attitudes contained in the unit standards, and then considered the actual learning taking place during the training programme focusing on three unit standards. Data was generated from semi-structured interviews with facilitators, focus group interviews with learners, observations of teaching and learning interventions and document analysis of EPWP, training and skills development policy documents, registered unit standards for the skills programme, and learning support materials produced by the provider implementing the training. The study notes that there is learning taking place within the training implemented through environmental skills programmes. The training is influenced by a number of diverse contextual factors namely policy factors, historical contextual factors, the economic context and diverse literacy levels. Learning interactions involve a variety of social interactions, activities and practices between learners and learners, and learners and facilitators. The main finding of the study is that the training programme’s major emphasis is on concepts and content, and social and learning skills, and values and attitudes. The prominence of social skills masks a neglect of practical workplace related skills which make up a strong focus of the unit standards. This, the study shows, is related to a lack of engagement with workplace learning, which in turn is linked to a disjuncture between policy and practice, where workers working in the EPWP programme are meant to benefit from training, but in this case it was found that community members, who were not working in the programme were being offered training. It was therefore not possible for them to develop the applied workplace skills, which were also meant to facilitate increased employability, as this is one of the key objectives of the EPWP programme. Based on the insights raised by the research findings the study made recommendations that the programme consider the following to recover the situation: to develop strategies that allow for longer term training frameworks so that learners can be trained on full qualifications so that they may qualify and benefit more substantively from the training in terms of employability skills. Facilitators in the programme need to be trained so that they can develop materials that address practical skills, values, attitudes, critical reflections and actions. Monitoring of training needs to be given preference both at materials development level and implementation level.