Environmental education during the Covid-19 pandemic
Lessons from Ontario, Canada
Bibliographic Data
| ID | 22162255 |
|---|---|
| Authors | Andrew A Millward (0000-0001-9055-8179, Toronto Metropolitan University, corresponding author), Inga Borisenoka (Toronto Metropolitan University), Nickesh Bhagat (Toronto Metropolitan University), Gregory T O LeBreton (University of Toronto) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-12-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1430882 |
| OpenAlex | W4405694005 |
| Language | EN |
| References cited | 47 |
This study investigates the integration of place-based environmental education (PBEE) during emergency remote education (ERE) and in-person teaching, considering the implications of COVID-19. The objectives include (a) to understand if and how teachers used PBEE as a pedagogical learning tool during ERE, (b) to identify PBEE adaptations for implementation in an online context, and (c) to explore opportunities and barriers to PBEE during ERE. Ontario (Canada) educators’ perspectives were obtained through an online survey and focus groups. Using non-parametric statistical analyses, perspectives concerning opportunities and challenges to integrating and delivering PBEE in lessons were identified. Additional focus included educators’ views on student receptivity and knowledge retention. Findings indicate educators’ appreciation for PBEE as a pedagogical approach, yet delivery challenges arise from systemic barriers causing inconsistency in PBEE delivery. Obstacles include curriculum demands, institutional disinvestment, grade-level constraints, and limited training. Despite challenges, educators showcase innovation and commitment to PBEE during ERE, emphasizing its enduring value. The study underscores educators’ resourcefulness in adapting PBEE methods and the potential for renewed significance of outdoor education amidst the pandemic’s influence on students’ connection to nature
2019-20 coronavirus outbreak · Environmental planning · Geography · Outbreak · Pandemic · Political science · Environmental Education and Sustainability · Geography Education and Pedagogy · Indigenous and Place-Based Education · Medicine · Virology
The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior
Factors that influence learning during a scientific field trip in a natural environment
Climate Change Education for Mitigation and Adaptation
Environmental education and K-12 student outcomes
Beyond constant comparison qualitative data analysis
How outdoor science education can help girls stay engaged with science
Transitioning to remote learning
Internet, Phone, Mail, and Mixed‐Mode Surveys
Teaching and Learning in the Age of the Covid-19 Pandemic
The Impact of Environmental Education Activities on Primary School Students’ Environmental Awareness and Visual Expressions
Pedagogies of place
Place-based education – a systematic review of literature
First and Second Order Barriers to Teaching in K-12 Online Learning
Connecting schools and communities
Understanding participant and practitioner outcomes of environmental education
Place‐based education
Taking stock of environmental education policy in England – the what, the where and the why
Measuring the educational impacts of a graduate course on sustainable development
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |