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Descriptors:
Preservice Teacher Education; Natural Resources; Guidelines; Education Courses; Teacher Education Programs; Professional Development; Elementary Secondary Education; Environmental Education

Abstract:
Guidelines for the Preparation and Professional Development of Environmental Educators is a set of recommendations about the basic knowledge and abilities educators need to provide high-quality environmental education. The guidelines are designed to apply: (1) Within the context of pre-service teacher education programs and environmental education courses offered to students with varied backgrounds such as environmental studies, geography, liberal studies, or natural resources; (2) to the professional development of educators who will work in both formal and nonformal educational settings, offering programs at the pre-kindergarten through 12th grade levels; and (3) to full-time environmental educators as well as for those for whom environmental education is just one of their responsibilities. This document presents an ambitious overview of the abilities and knowledge of a well-prepared environmental educator. The guidelines provide a mechanism for gauging the quality of pre-service and in-service preparation programs and the abilities of environmental educators. Instead of offering fixed rules, these guidelines suggest a broad vision--a goal to work toward and a guide for professional and programmatic development. The guidelines are grounded in a common understanding of effective environmental education. For many environmental educators, that understanding is rooted in two founding documents of the field: the Belgrade Charter (UNESCO-UNEP, 1976) and the Tbilisi Declaration (UNESCO, 1978). This guide is organized around six themes. Each theme describes a skill area that must be included in the training of an environmental educator, and a sample format for the "Guidelines" is provided. Each theme is accompanied by references at the end, and appended are: The Executive Summary, Excellence in Environmental Education, and Guidelines for Learning (Pre K-12). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizen Participation; Communications; Curriculum Development; Educational Technology; Elementary Secondary Education; Environmental Education; Higher Education; Instructional Design; International Cooperation; Professional Associations; Science and Society; Teacher Education; Teaching Methods

Abstract:
This document contains the proceedings of the annual conference of the North American Association for Environmental Education (NAEE). The conference featured seven keynote addresses and invited speakers, multiple workshops, panels, symposia, and contributed presentations. The first section of this document contains the speeches delivered by the keynote speakers as well as general session addresses. The remaining chapters contain extended abstracts of the conference presentations, including symposia and panels. Topics covered by the papers and symposia of this conference cover the areas of: (1) environmental education (EE) curriculum and instruction; (2) teacher education; (3) higher education and non-teaching professions; (4) environmental studies; (5) EE in the nonformal realm; (6) citizen action; (7) EE and communications; and (8) international EE. In instances where an extended abstract was not submitted, the short abstract from the conference program was included in order to provide a complete record of the conference. An author list of 128 names is provided. (CW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conservation Education; Elementary Secondary Education; Environmental Education; Global Approach; Interdisciplinary Approach; Science Education

Abstract:
Argues that interdependence among all living systems on earth is a necessary element in solving environmental problems, stressing similarities among international political systems and cultures. The ultimate challenge of environmental education is to bring individuals of all ages to critical understanding of the oneness of the earth. (DH)

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Decision Making; Ecology; Elementary Secondary Education; Environmental Education; Global Approach; Higher Education; Science Education

Abstract:
Indicates that the primary goal of global environmental education is to help foster a comprehensive understanding of the earth. Topics discussed include: living together in a single human ecosystem; a unified vision of the world environment; cultural barriers; global environmental education activities; and decisions made with regard to transportation. (BC)

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Descriptors:
Agricultural Production; Elementary Secondary Education; Energy; Environmental Education; Global Approach; Higher Education; Interdisciplinary Approach; Learning Activities; Life Style; Natural Resources; Physical Environment; Pollution; Population Growth; Solid Wastes; Transportation; Wildlife

Abstract:
Provided are teaching activities related to: (1) food production and distribution; (2) energy; (3) transportation; (4) solid waste; (5) chemicals in the environment; (6) resource management; (7) pollution; (8) population; (9) world linkages; (10) endangered species; and (11) lifestyle and environment. The activities, designed to help learners better understand the relationships between their actions and the world environment, focus on cultural linkages and demonstrate the overt and covert interdependencies among the nations of the world and between people and systems. In addition, they can help bring about an awareness of the many ways in which local actions have far-reaching effects on people in other parts of the world, and conversely, how worldwide problems have different effects on different regions. It is also intended that the activities build a global orientation into the learner's daily life, and empower individuals to act in accordance with this orientation. Each activity includes a statement of purpose, recommended educational level, subject area (science, mathematics, social studies, fine arts, language arts, home economics, and other areas), concept(s) fostered, reference(s), and when applicable, list of materials needed. (JN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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