Who said that “There is a particularly powerful satisfaction in caring during a time of carelessness, of thinking for yourself in a time

 Quiz 2

The questions in the quiz may include true/false, multiple choice, matching questions, or long answer text questions. 

1. Who said that “There is a particularly powerful satisfaction in caring during a time of carelessness, of thinking for yourself in a time of thoughtlessness, of opening humanising pathways for yourself and others, pathways that involve a quest. The reward of teaching is knowing that your life makes a difference."

Select one:

a. Hawken, 2009

b. Ayers, 2004

c. Heery, 2012

d. Hicks, 1998

2. Fietkau and Kessel (1981) explain the presence or absence of pro-environmental behaviour using both sociological and psychological factors.

Select one:

a. True

b. False

3. Explain the distinction between an environmental/sustainability goal and an educational goal, and the links between them (300 – 500 words)

4. Which definition of environmental education is used in the WA State Environmental Education Policy?

Select one:

a. National Action Plan

b. Belgrade Charter

c. Brundtland

5. Explain using examples how you would objectively determine if an environmental education project was successful. Describe 2 indicators you could measure qualitatively and explain how you would collect the data. Describe 2 indicators you could measure quantitatively and explain how you would collect the data. (300 – 500 words)

6. Match the following definitions with the evaluation terms they are referring to one of these

Fill the blank with one of these (formation evaluation, Outputs, Summative evaluation, Impacts, Effectiveness, Outcomes)

* A process that produces information that is fed back during the course of a program to improve it, a more informal method of this is known as ‘feedback’. …………………………………???

* Materials or resources that are generated as part of an educational project. They can be the tools for the achievement of the outcomes. …………………………………………..????

*The longer term changes that you hope a project will help create and that underlines why the project is important. ………………………. ???

* A process conducted after a program is finished which provides information about its effectiveness. …………….???

* Results related to the project objectives. They describe the changes that occur in people, organisations or communities as a result of the program. ………………………… ???

7. Richard Louv captivated an audience of 200 normally bored and disinterested high school students because he:

Select one:

a. said something positive about the future of the environment

b. explained the dire threats to the environment and deteriorating conditions using words the students could understand

c. was not a scientist

d. inspired the students with images of nature

8. For public influence through the EIA process to be significant a large number of submissions are required.

Select one:

a. True

b. False

9. Chapman (1999) argues that Governments are bound by public interest not to protect the environment because the costs of social equity and environmental protection are in direct opposition with the need for economic growth and capital accumulation.

Select one:

a. True

b. False

10. Which of the following EfS projects do the Australian Association for Environmental Education (WA) and the Canning Region Eco Education Centre collaborate on

Select one or more:

a. TurtleWatch

b. Little Green Steps

c. Earth Day Expo

d. MozzieWise

e. ReWild Perth

f. FrogWatch

g. All of the above

11. Explain how the key environmental education philosophy of teaching “in, for and about” the environment relates to the educational understanding of knowledge, attitudes and behaviour and their inter-relationships, and why environmental educators must consider them when planning a project. (300 – 500 words)

12. According to the WA State Environmental Education Policy, environmental education must be given higher priority than social and economic goals.

Select one:

True

False

13. Why is a shared vision important for achieving organizational change for sustainability?

Select one or more:

a. Visioning is one of the key components in Education for Sustainability and is a crucial starting point for any change.

b. Greater levels of employee involvement in planning and visioning lead to greater level of ownership and engagement with sustainability goals.

c. The very essence of leadership is that you have a vision. It's got to be a vision you articulate clearly and forcefully on every occasion.

14. The project evaluation cycle adapted from the TORQAID Project Management Cycle illustrates that evaluation is a stand-alone activity

Select one:

True

False

15. There are many challenges for evaluation of environmental education. Which of the following is NOT a challenge discussed by Hug (2010)

Select one:

a. Diversity of the field

b. Institutional resistance to evaluation

c. Lack of clear program objectives

d. Compressed time frame

e. Expense of evaluation

f. Need for greater diversity of research approaches

g. Misinformation

h. Contextual factors

i. Need for more than just summative evaluations

16. Davidson & Wehipeihana (2010) broadly categorised evaluation questions according to 6 types of evaluation. Which of the following is NOT one of these types?

Select one:

a. Process

b. What Next

c. Learnings

d. Project Success

e. Theory of Change

f. Outcome

g. Investment

17. Which educational theorist argued that people are dependent on others for learning because the interaction between learners is the way in which learning occurs.

Select one:

a. Piaget

b. Zimmerman

c. Maslow

d. Bandura

e. Vygotsky

18. David Hicks concluded that sources of hope are crucially important in the personal and professional lives of global educators. How many main sources of hope were identified by participants in his research study?

Select one:

a. Five

b. Twelve

c. Ten

d. Nine

e. Seven

Solution

Quiz 2

Mixture of questions on environment education

Solutions

1. b. Ayers, 2004

Ayers (2004) said the words according to his book tilted: Teaching the personal and the Political: Essays on hope and Justice, page 121

2. True

Fietkau and Kessel (1981) use sociological as well as psychological factors to explain two factors that certainly play an important role in shaping our pro-environmental behaviors

3.

The difference between an environmental/sustainability goal and an educational goal

The goal of environmental/sustainability is to achieve and maintain a state of the planet in which human life may continue without negatively impacting the global environment. The term "environmental sustainability" refers to the fact that the environmental impacts of people and human activities in the future should not exceed the earth's ability to sustain them (Bebbington et at.,2014) . Environmental education is the process in which people and communities gain knowledge and understanding of the environment, as well as the skills, values, and attitudes necessary to support it in the long haul, as well as the ability to make informed choices that contribute to the planet's sustainability.

Environmental education may be offered at several levels, including personal, organizational, and communal. Environmental knowledge and skills are developed on a personal level through environmental education. Environmental education and research are conducted at the organizational level by groups that want to influence or modify the practices of other organizations and individuals (Stevenson, 2007). Environmental education may be utilized at the community level to enhance people's awareness of environmental issues as well as their knowledge and abilities for action and decision making. Sustainability goals are environmental standards that must be followed to preserve the scarcity of resources, which can become restricted or expensive if not used appropriately.

Environmental education is an important component of long-term development. The ability of human civilization to satisfy its demands for food, energy, and materials is referred to as sustainability. While sustainability goals are often established as regulations or standards that individuals, businesses, communities, governments, and or the world as a whole must fulfill.

The connections between environmental/sustainable goals and educational goals

Students are learning how to manage their environment in ways that sustain habitat and ecosystems while also safeguarding society's social and cultural values. As a result, the primary goal of environmental/sustainability may be reached by utilizing educational goals to increase people's knowledge and abilities so that they can comprehend, manage, and positively change their world. This is achieved by bringing environmental/sustainability goals into the existing educational system as a new academic subject. As a result, environmental and sustainability education is being taught across a variety of fields, including arts and cultural studies as well as other scientific subjects.

Environmental/sustainability education may be integrated into the existing educational system by making it relevant and modifying the existing curriculum to ensure that it is fit for the requirements of the learners. Though, the fact that environmental/sustainability education is still in its early stages is a huge challenge.

4. b. Belgrade Charter

The Belgrade Charter stated The goal of environmental education and defined it

5.

Determining if an environmental education project is successful

I would determine the success of the project by checking the extent to which the students were able to learn about the environment and environmental issues and the extent to which they were able to take responsibility for being environmentally conscious. In addition, I would determine the success of the project by checking the extent to which the students and educators interacted. If the students and teachers have a positive interaction, it could be deduced that the project is successful.

Two indicators for measuring qualitative data

Indicators for measuring qualitative data are:

a. the extent to which people want to be involved in the environment, what the project is about, and the outcomes.

b. the extent to which people apply their newfound knowledge in their daily lives

How to collect qualitative data for environmental education projects

Qualitative data is collected using interviews, focus groups, questionnaires, and the like. The goal of the qualitative data is to uncover as much information as possible to help interpret the data and to give a better understanding of the subject of the environmental project. For example, the interviews must not just ask participants about their knowledge of the environment, but also their current and future intentions concerning the environment. The interviews will also give me, the researcher, an in-depth understanding of the different attitudes that may exist concerning their environment.

Two indicators you could measure quantitatively for the environmental education project

The indicators for measuring quantitative data are:

a) If the education was in a classroom, how many students participated in the education project about the environment?

b) The total number of places or locations visited during the course of the project.

How to collect the quantitative data for the environmental education project

Quantitative data is collected using a range of tools, for example, an evaluation or lesson observation form. A range of examples of quantitative data could be: the number of students participating, and the number of students that did not participate or dropped out of the project.

6.

*Formative feedback

Formative feedback is an informal method where formative evaluation generates data that is sent back over the course of a program to help it improve.

*Summative evaluation

Summative evaluation allows you to quantify the changes in resource use attributable to your project so that you can track how you are the impact of your project.

*Impact

impact can be negative or positive Impact is a change in an outcome caused by a project

*Effectiveness

effectiveness refers to the success of the project after completion

* Outcome

project outcomes help in finding opportunities to improve or alter project activities • make it easier to make modifications to the project plan • write project reports

7. b

Richard Louv explained the dire threats declining and disappearing species

8. True

A good EIA process allows individuals directly impacted by a project to express their views on the proposal's environmental and social implications. In addition to increasing openness in the environmental clearance processes.

9. False

No evidence suggesting that Chapman had this view

10. b. Little Green Steps

Little Green Steps WA is a not for profit program that supports Education for Sustainability

11.

The key environmental education philosophy of teaching “in, for and about” the environment relating to the educational understanding of knowledge, attitudes, and behavior

The most important environmental education The philosophy of teaching in, for, and about the environment is concerned with the knowledge of the natural world, the knowledge of the social world, and the knowledge of one's position in the world (Amershi, 2020). Understanding the world as it is, without any preconceived notions or judgments, is what knowledge of the natural world involves. Knowing people, groups, and institutions in the social Knowledge (Arpentieva, 2019). However, understanding one's place in the world entails understanding one's place in society, one's obligations, and one's rights.

Environmental education teaches people about the world around them and helps them comprehend their place in it. As a consequence, students will consider their place in society and recognize that it is their responsibility to protect and conserve the environment.

The inter-relationships between the environmental education philosophies:

Environmental education is knowledge construction because knowledge is a product of the environment. The environment is a component of the educational process, as education occurs in the environment and the environment serves as a setting for education.

Environmental understanding generates values and abilities that are both dependent on and contribute to environmental understanding. Education is a process of learning about one's surroundings, and the surroundings serve as the backdrop for learning. As a result of the learning process, students develop attitudes that reflect the values they have and the abilities they have mastered.

The following are the reasons why environmental educators must consider the environmental education teaching philosophy while organizing a project.

Being ecologically literate requires the education of the "in, for, and about" of the environment. Teachers may assist students to comprehend environmental concerns better by presenting them to many components of the environment, such as its physical, social, economic, and biological aspects. As a consequence, students learn about environmental concerns as well as the skills required to make educated and responsible environmental decisions. Students, for example, learn about the environment at the local, state, and worldwide levels when they are introduced to the ecology, flora, fauna, and ecosystem of their local or state.

Students also learn about the environment at the global level when they are introduced to the global ecology, political, economic, and social issues that affect the environment. Furthermore, when environmental educators plan well and become more innovative with delivering studies, students have the opportunity to learn about the environment through their involvement in environmentally friendly activities such as recycling and reducing their usage of single-use plastic products.

Finally, environment educators must assist their trainees in understanding and becoming more ecologically literate by employing the concepts of educating "in, for, and about" the environment. Teachers can do this by using the environment to demonstrate curricular topics, such as when students learn about the physical environment.

12. True

environmental education is a priority compared to other goals according to WA State Environmental Education Policy

13. a

Visioning is one of the key components in Education for Sustainability and is a crucial starting point for any change.

14. False

TORQAID Project Management Cycle diagram illustrates the three key Stages of any community development project, namely Planning, Implementation, and Post-Implementation

15. c

Lack of clear program objectives is not among the challenges for evaluation of environmental education

16. d. project success

project success is not among the 6 broadly categorized evaluation questions proposed by Davidson & Wehipeihana

17. e. Vygotsky

Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual's mental structure

18. b. Twelve

Six men and six women = 12

References

Amershi, B. (2020). Culture, the process of knowledge, perception of the world and emergence of AI. I & SOCIETY,35(2), 417-430. https://link.springer.com/article/10.1007/s00146-019-00885-z

Arpentieva, M. R., Kassymova, G. K., Lavrinenko, S. V., Tyumaseva, Z. I., Valeeva, G. V., Kenzhaliyev, O. B., ... & Kosov, A. V. (2019). Environmental educationin the system of global and additional educationНаучный журнал «Вестник НАН РК», (3), 158-168. https://journals.nauka-nanrk.kz/bulletin-science/article/download/1474/1355

Ayers, W. (2004). Teaching the Personal and the Political. Amsterdam University Press.

Bebbington, J., Unerman, J., & O’DWYER, B. R. E. N. D. A. N. (2014). Introduction to sustainability accounting and accountability (pp. 21-32). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315848419-10/introduction-sustainability-accounting-accountability-jan-bebbington-jeffrey-unerman-brendan-dwyer

Fietkau, H.-J. & Kessel, H. (1981) Umweltlernen: Veraenderungsmoeglichkeite n des Umweltbewusstseins. Modell-Erfahrungen (Koenigstein, Hain). 332279123_INQUIRY_INTO_ANIMAL_TRACKS_AN_EXPERIMENTAL_APPLICATION_OF_IBSE_-INQUIRY_BASED_SCIENCE_EDUCATION-

Gallina, S., Irato, P., & Santovito, G. (2019). Inquiry into animal tracks: an experimental application of IBSE-inquiry based science education-approach in the ecological field in primary school. INTED2019 Proceedings. https://www.researchgate.net/profile/Gianfranco-Santovito/publication/

Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental education research, 13(2), 139-153. https://www.tandfonline.com/doi/full/10.1080/13504620701295726

Q3.

The difference between an environmental/sustainability goal and an educational goal

The goal of environmental/sustainability is to achieve and maintain a state of the planet in which human life may continue without negatively impacting the global environment. The term "environmental sustainability" refers to the fact that the environmental impacts of people and human activities in the future should not exceed the earth's ability to sustain them (Bebbington et at.,2014) . Environmental education is the process in which people and communities gain knowledge and understanding of the environment, as well as the skills, values, and attitudes necessary to support it in the long haul, as well as the ability to make informed choices that contribute to the planet's sustainability.

Environmental education may be offered at several levels, including personal, organizational, and communal. Environmental knowledge and skills are developed on a personal level through environmental education. Environmental education and research are conducted at the organizational level by groups that want to influence or modify the practices of other organizations and individuals (Stevenson, 2007). Environmental education may be utilized at the community level to enhance people's awareness of environmental issues as well as their knowledge and abilities for action and decision making. Sustainability goals are environmental standards that must be followed to preserve the scarcity of resources, which can become restricted or expensive if not used appropriately.

Environmental education is an important component of long-term development. The ability of human civilization to satisfy its demands for food, energy, and materials is referred to as sustainability. While sustainability goals are often established as regulations or standards that individuals, businesses, communities, governments, and or the world as a whole must fulfill.

The connections between environmental/sustainable goals and educational goals

Students are learning how to manage their environment in ways that sustain habitat and ecosystems while also safeguarding society's social and cultural values. As a result, the primary goal of environmental/sustainability may be reached by utilizing educational goals to increase people's knowledge and abilities so that they can comprehend, manage, and positively change their world. This is achieved by bringing environmental/sustainability goals into the existing educational system as a new academic subject. As a result, environmental and sustainability education is being taught across a variety of fields, including arts and cultural studies as well as other scientific subjects.

Environmental/sustainability education may be integrated into the existing educational system by making it relevant and modifying the existing curriculum to ensure that it is fit for the requirements of the learners. Though, the fact that environmental/sustainability education is still in its early stages is a huge challenge.

References

Bebbington, J., Unerman, J., & O’DWYER, B. R. E. N. D. A. N. (2014). Introduction to sustainability accounting and accountability (pp. 21-32). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315848419-10/introduction-sustainability-accounting-accountability-jan-bebbington-jeffrey-unerman-brendan-dwyer

Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental education research, 13(2), 139-153. https://www.tandfonline.com/doi/full/10.1080/13504620701295726

Q 5

Determining if an environmental education project is successful

I would determine the success of the project by checking the extent to which the students were able to learn about the environment and environmental issues and the extent to which they were able to take responsibility for being environmentally conscious. In addition, I would determine the success of the project by checking the extent to which the students and educators interacted. If the students and teachers have a positive interaction, it could be deduced that the project is successful.

Two indicators for measuring qualitative data

Indicators for measuring qualitative data are:

a. the extent to which people want to be involved in the environment, what the project is about, and the outcomes.

b. the extent to which people apply their newfound knowledge in their daily lives

How to collect qualitative data for environmental education projects

Qualitative data is collected using interviews, focus groups, questionnaires, and the like. The goal of the qualitative data is to uncover as much information as possible to help interpret the data and to give a better understanding of the subject of the environmental project. For example, the interviews must not just ask participants about their knowledge of the environment, but also their current and future intentions concerning the environment. The interviews will also give me, the researcher, an in-depth understanding of the different attitudes that may exist concerning their environment.

2 indicators you could measure quantitatively for the environmental education project

The indicators for measuring quantitative data are:

a) If the education was in a classroom, how many students participated in the education project about the environment?

b) The total number of places or locations visited during the course of the project.

How to collect the quantitative data for the environmental education project

Quantitative data is collected using a range of tools, for example, an evaluation or lesson observation form. A range of examples of quantitative data could be: the number of students participating, and the number of students that did not participate or dropped out of the project.

Q11

The key environmental education philosophy of teaching “in, for and about” the environment relating to the educational understanding of knowledge, attitudes, and behavior

The most important environmental education The philosophy of teaching in, for, and about the environment is concerned with the knowledge of the natural world, the knowledge of the social world, and the knowledge of one's position in the world (Amershi, 2020). Understanding the world as it is, without any preconceived notions or judgments, is what knowledge of the natural world involves. Knowing people, groups, and institutions in the social Knowledge (Arpentieva, 2019). However, understanding one's place in the world entails understanding one's place in society, one's obligations, and one's rights.

Environmental education teaches people about the world around them and helps them comprehend their place in it. As a consequence, students will consider their place in society and recognize that it is their responsibility to protect and conserve the environment.

The inter-relationships between the environmental education philosophies:

Environmental education is knowledge construction because knowledge is a product of the environment. The environment is a component of the educational process, as education occurs in the environment and the environment serves as a setting for education.

Environmental understanding generates values and abilities that are both dependent on and contribute to environmental understanding. Education is a process of learning about one's surroundings, and the surroundings serve as the backdrop for learning. As a result of the learning process, students develop attitudes that reflect the values they have and the abilities they have mastered.

The following are the reasons why environmental educators must consider the environmental education teaching philosophy while organizing a project.

Being ecologically literate requires the education of the "in, for, and about" of the environment. Teachers may assist students to comprehend environmental concerns better by presenting them to many components of the environment, such as its physical, social, economic, and biological aspects. As a consequence, students learn about environmental concerns as well as the skills required to make educated and responsible environmental decisions. Students, for example, learn about the environment at the local, state, and worldwide levels when they are introduced to the ecology, flora, fauna, and ecosystem of their local or state.

Students also learn about the environment at the global level when they are introduced to the global ecology, political, economic, and social issues that affect the environment. Furthermore, when environmental educators plan well and become more innovative with delivering studies, students have the opportunity to learn about the environment through their involvement in environmentally friendly activities such as recycling and reducing their usage of single-use plastic products.

Finally, environment educators must assist their trainees in understanding and becoming more ecologically literate by employing the concepts of educating "in, for, and about" the environment. Teachers can do this by using the environment to demonstrate curricular topics, such as when students learn about the physical environment.

Reference

Amershi, B. (2020). Culture, the process of knowledge, perception of the world and emergence of AI. AI & SOCIETY, 35(2), 417-430. https://link.springer.com/article/10.1007/s00146-019-00885-z

Arpentieva, M. R., Kassymova, G. K., Lavrinenko, S. V., Tyumaseva, Z. I., Valeeva, G. V., Kenzhaliyev, O. B., ... & Kosov, A. V. (2019). Environmental educationin the system of global and additional education. Научный журнал «Вестник НАН РК», (3), 158-168. https://journals.nauka-nanrk.kz/bulletin-science/article/download/1474/1355

Gallina, S., Irato, P., & Santovito, G. (2019). Inquiry into animal tracks: an experimental application of IBSE-inquiry based science education-approach in the ecological field in primary school. INTED2019 Proceedings. https://www.researchgate.net/profile/Gianfranco-Santovito/publication/332279123_INQUIRY_INTO_ANIMAL_TRACKS_AN_EXPERIMENTAL_APPLICATION_OF_IBSE_-INQUIRY_BASED_SCIENCE_EDUCATION-