Lifting the cover
Developing an analytical tool to unravel environmental education resources
Bibliographic Data
| ID | 12525705 |
|---|---|
| Authors | Sally Birdsall (0000-0002-8348-7605, University of Auckland, corresponding author), Bev France (University of Auckland) |
| Year | 2017 |
| Volume | 24 |
| Issue | 11 |
| Pages | 1546-1564 |
| Publication date | 2017-10-31 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1393046 |
| OpenAlex | W2766553222 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
Evaluations of environmental education (EE) programmes and resources are becoming increasingly visible and important. While benefits accrue through evaluation, many programmes and resources have yet to realise these. Issues such as a lack of clear objectives, reliance on traditional, summative approaches and inattention to context have prevented rigorous evaluation occurring. This paper reports on the development of an analytical tool designed to unravel EE resources. Its theoretical basis is a socially acute questions (SAQ) approach and educational configurations teachers use when implementing this approach. Using these configurations, a series of interrogatory questions were developed to unravel a resource writer’s education intent – what type(s) of knowledge are valued, the view of science presented and the view of learning. Two contrasting resources were analysed to test this tool. This analysis revealed that one resource viewed knowledge as universal, had a scientistic epistemic posture and a doctrinal/pragmatic didactic approach whereas the other viewed knowledge as contextualised, had a relativistic epistemic posture and a problematising/doctrinal didactic approach. Consequently, this tool showed that it was able to unravel a resource writer’s intent, identify gaps so teachers could adapt a resource and build capacity for didactics of EE and its evaluation
Context (archaeology · Engineering ethics · Environmental education · Formative assessment · Geography · Knowledge management · Mathematics education · Pedagogy · Resource (disambiguation · Sociology · Summative assessment · Computer Science · Diverse Educational Innovations Studies · Engineering · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education
Challenges and opportunities for evaluating environmental education programs
Enhancing environmental educators' evaluation competencies
Environmental Education for Sustainability
Towards an environmental education without scientific knowledge
Environmental education program evaluation in the new millennium
Science for the post-normal age
Beyond STS
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2024 (3) |
| Highly cited | No |