Energy literacy and agency of New Zealand children

Energy literacy and agency of New Zealand children

  • article in the current issue

I. Aguirre-Bielschowsky, R. Lawson, J. Stephenson & S. Todd

Pages: 832-854 | DOI: 10.1080/13504622.2015.1054267

Abstract

The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9–10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011–April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

Keywords: energy literacy, children, electricity, energy knowledge, attitudes, agency

http://www.tandfonline.com/doi/full/10.1080/13504622.2015.1054267

#EERcurrentissue

Tips on Thursdays – Promoting your research online

From the following list of tips from Altmetric, we’d flag:

“Work with the press office at your publisher or institution to announce the publication of your research.”

We’d also encourage authors to contribute video abstracts, and respond to posts about their articles on the journal’s social media pages. Go on, we know you want to 😉

#eerjournal Environmental Education Research

https://staticaltmetric.s3.amazonaws.com/uploads/2016/01/Promoting-your-research-tips-and-tricks.pdf

Teaching sustainability in Norway, China and Ghana: challenges to the UN programme

Teaching sustainability in Norway, China and Ghana: challenges to the UN programme

  • New EER Article Alert

Nina Witoszek

Pages: 1-14 | DOI: 10.1080/13504622.2017.1307944

Abstract

The article compares how the UN-initiated education for sustainable development (ESD) has fared in three seemingly dissimilar countries: Norway, a wealthy, ‘post-materialist’ liberal democracy, Ghana, a developing democratic country, and China, a fast catching-up, centrally- steered economy. The study – based on an analysis of national ESD programmes, schoolbooks and qualitative interviews with teachers and students – discusses some of the pivotal reasons for the decline in ESD schooling in all three countries. It also explores surprising ‘archipelagos of pedagogical innovation’, as shown by one of the high schools in Ghana. Our conclusions are that, apart from specific, cultural and political contexts which influence ESD, students’ socio-environmental literacy in the examined countries has been affected by an ever more pervasive competitive and neoliberal mindset. Further, in all three cases, the agenda of ‘sustainable development’ suffers from a ‘narrative and mythical deficit’: a lack of a mobilizing story, the absence of which reduces the attractiveness of sustainability ideals and inhibits their empowering potential.

Keywords: Education for sustainability, comparative curriculum studies, modernity, environmental values

http://www.tandfonline.com/doi/full/10.1080/13504622.2017.1307944

#newEERpaper

Using action research to enhance learning on end-use energy demand: lessons from reflective practice

Using action research to enhance learning on end-use energy demand: lessons from reflective practice

  • article in the current issue

Saska Petrova, Miguel Torres Garcia & Stefan Bouzarovski

Pages: 812-831 | DOI: 10.1080/13504622.2016.1144177

Abstract

This paper responds to the need for a greater integration of energy and environment themes in the higher education curriculum. We explore the practical implications of empowering students towards the implementation of individual action research projects focused on investigating and addressing insufficient or wasteful energy consumption among households and businesses. The paper scrutinizes a series of teaching and assessment activities within this domain, undertaken during 6 consecutive academic years – between 2008 and 2013 – within a third-level undergraduate course unit at the University of Birmingham in the United Kingdom. Using questionnaire surveys, assessed projects and interviews with the students, we have found evidence to suggest that the action research projects contributed to the emergence of constructive alignment in the entire teaching process, while opening the space for informal action learning ‘sets’ leading to the generation of new problem-solving skills useful in the job market.

Keywords: energy, geography, action research, active learning, employability

http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1144177

#EERcurrentissue

Weekend viewing – “eeLEARN is a series of online learning modules exploring the foundations of environmental education”

One of their video resources offers a range of perspectives on #enviroed from around the world.

Q. How would you introduce #enviroed to someone unfamiliar with its aims and scope?

Find out more about eeLEARN at https://naaee.org/eepro/learning/eelearn

Good news Friday – the numbers are in, and now out!

We are delighted to report an increase on 2015’s Impact Factor for Environmental Education Research, a healthy rise from 1.374 to 1.709.
 
While the ranking is the same as last year (51/230), a glance over recent years will show the journal continues to hover around the top 50 mark in the JCR rankings for Education & Educational Research. That the IF has had to increase substantially to maintain a solid result in Q1 is fine testament to two things:
– the interest, support and citations of work in Environmental Education Research offered by the research community in Education & Educational Research, as well as our other subject category, Environmental Studies
– no loss of momentum in that, even though we are now publishing 2 more issues per year than for 2015.
On behalf of the editorial board and publishing team, I’d like to express our appreciation to the authors, referees, reviewers, copy editors and readers of the work in the journal that leads to such scores. We wouldn’t be there without you!
 
So perhaps we can all have a weekend off to celebrate! 😉