Policy into practice on sustainable development related teaching in higher education in Turkey

Policy into practice on sustainable development related teaching in higher education in Turkey
– New EER Article Alert
Junko Katayama , Sermin Örnektekin & S. Semahat Demir
Pages: 1-14 | DOI: 10.1080/13504622.2017.1360843

This research explores the current status of implementing policy in sustainable development related teaching in higher education in Turkey. Turkish higher education policy has included increased commitment to sustainable development in recent years. However, there has not been much research conducted on its implementation. Hence, this study involves assessing the current status of sustainable development in teaching at higher education institutions (HEIs) in Turkey. Regarding the research design, a systematic review of accumulated sustainable development related teaching in all 193 HEIs in Turkey (as of the 2015–2016 academic year) was carried out. The accumulated programmes are categorised by occupation concerning sustainable development for the future of Turkey, and the courses are presented within those categories. Whilst many programmes and courses related to sustainable development were identified, the data also reveals the following features: the repetition of same courses; disciplinary partiality, particularly on environmental engineering; disciplinary conservatism and the lack of interdisciplinary practice in general; and last but not least, the differences between what sustainable development means in the European higher education political initiative and what the state of practice is in Turkish higher education.
Keywords: Sustainable development teaching, higher education, systematic review, Turkey



The development of trust in residential environmental education programs

The development of trust in residential environmental education programs
– article in the current issue
Nicole M. Ardoin, Maria L. DiGiano, Kathleen O’Connor & Timothy E. Podkul
Pages: 1335-1355 | DOI: 10.1080/13504622.2016.1144176

Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants.
Keywords: trust, intermediary outcomes, residential environmental education


Start the week with a reflection on environmental education research

Longstanding journal board member, Connie Russell, was the recipient of NAAEE’s research award in 2017. She has kindly compiled her comments from the webcast about this as part of the 2017 NAAEE research symposium.

You can find out about the award and hear from Connie via the video recording, and read her comments at the attached link to the eePRO site from NAAEE. The eePRO page includes additional links to her contributions to the webinar, and her editorial in the Canadian Journal of Environmental Education which provides a broader discussion. Copies of the links are also added below.

Once more, many congratulations Connie, and thank you for your thoughts and reflections, and all your outstanding contributions to research in #enviroed.


Blog: https://naaee.org/eepro/blog/remarks-connie-russell-recipient-naaee

Webinar: https://youtu.be/w0fxsd_t-hQ?t=26m43s

Editorial: https://cjee.lakeheadu.ca/article/view/1529/858

Thinking with broken glass: making pedagogical spaces of enchantment in the city

Thinking with broken glass: making pedagogical spaces of enchantment in the city
– New EER Article Alert
Noora Pyyry
Pages: 1-11 | DOI: 10.1080/13504622.2017.1325448

In this paper, I explore thinking that happens in children’s meaningful engagement with the city. To open up my argument, I discuss two events during which children are caught up in intra -active play with things and spaces. I argue that this mode of being joyfully engaged with one’s surroundings is key to what Jane Bennett (2001) calls enchantment. This experience can be described as a sudden moment of wonder-at-the-world: it is an inspiring event, of being moved by something. It is a disruption that can open up new reflection. Because enchantment is highly affectual, it deepens one’s engagement with the world: it fosters dwelling with. By this, I refer to making a home for oneself in the world, with the world. I approach this engagement and thinking with an acknowledgement of the capacity of the material and non-human world to provoke effects in human bodies: things and spaces thus take part in meaningful everyday encounters that make dwelling with possible. This more-than-human understanding allows for alternative ways of conceptualizing learning. Clean-cut categorizations such as ‘learner’, ‘urban’, ‘nature’, and so on become problematic, and learning is re-conceptualized as an ongoing, non-linear and rhizomatic event in which knowing and being are always tied together. While playing, children are open to the unexpected: they are dwelling with the city and take part in creating new pedagogical spaces of enchantment.
Keywords: Dwelling, enchantment, learning, non-representational theory, play, urban space


Young children’s perceptions of environmental sustainability: a Maltese perspective

Young children’s perceptions of environmental sustainability: a Maltese perspective
– thesis summary
Jane Spiteri
Pages: 1-1 | DOI: 10.1080/13504622.2017.1383361

Keywords: Environmental sustainability, early childhood, perception, family, school


Identifying effective climate change education strategies: a systematic review of the research

Identifying effective climate change education strategies: a systematic review of the research
– New EER Article Alert
Martha C. Monroe, Richard R. Plate, Annie Oxarart, Alison Bowers & Willandia A. Chaves
Pages: 1-22 | DOI: 10.1080/13504622.2017.1360842

Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand what research can contribute to our ideas about effective climate change education. An academic database, EBSCOhost, was used to identify 959 unique citation records addressing climate change education. Of these, 49 sources met the criteria of focusing on assessment of climate change education interventions. Analysis of these sources examined the intervention purpose, assessment methodology, and identified strategies that might result in effective interventions. Two themes were identified that are common to most environmental education: (1) focusing on personally relevant and meaningful information and (2) using active and engaging teaching methods. Four themes specific to issues such as climate change were also generated: (1) engaging in deliberative discussions, (2) interacting with scientists, (3) addressing misconceptions, and (4) implementing school or community projects. Suggestions for addressing controversial topics like climate change are offered.
Keywords: Climate change, environmental education, systematic review


How to promote conservation behaviours: the combined role of environmental education and commitment

How to promote conservation behaviours: the combined role of environmental education and commitment
– article in current issue
Raquel Barata , Paula Castro & Maria Amélia Martins-Loução
Pages: 1322-1334 | DOI: 10.1080/13504622.2016.1219317

This study tested the influence of both environmental education (EE) and commitment interventions among teenagers for promoting energy and water conservation at home. Conservation behaviours were measured in two ways – directly and through questionnaires – prior to and after the interventions. Results indicate (1) EE participants may have saved more energy than non-participants and (2) those signing a public commitment saved more energy and water than those who did not. Results from the questionnaire measures demonstrated the importance of EE for promoting ecological self-identity and a personal norm for energy conservation. Based on these results the use of commitment interventions in EE initiatives for promoting conservation behaviours among teenagers is proposed.
Keywords: Environmental education, commitment, conservation behaviour, teenagers