Interpretation And Environmental Education Quotations

Front 1

Wheeler (2000)

Back 1

Environmental education and Education for sustainability can be thought of being connected through a star with each point standing for something. Content, Context, Methods, Action and Values.

Front 2

Stapp et al. (1996)

Back 2

Schools reflect societies problems, and the negative attitude that communities have to the environment changing. But if those school teach children positive thinking and giving them the tools to tackle issues then they will have the motivation to want to improve society.

Front 3

Steven Van Matre (2010)

Back 3

Environmental Education - People have spent 20 years on a project that has been critically reviewed and has had little success. He says that he should not spend the next 20 years wasting time on this project. If it hasn't already worked then it probably will never catch on. Earth education is a better approach

Front 4

Dimaggio (2000) on cross curricular sustainability

Back 4

Sustainability should be an intergrating theme as it is widely documented that greater leaning occurs accross disicplines.

Front 5

Dimaggio (2000) on what sustainability should include

Back 5

Sustainable education should encompass all corners of the world, not just humans. ALL LIFE.

Front 6

IUNC - International Union for conservation of nature. What is it about?

Back 6

It is a world conservation union that has produced endangered plant and animal red data book. It has 918 members in 138 countries, it has 9000 volunteers. It is responsible to the WWF, as it was originally created as an offset to raise funds for the IUCN.

Front 7

Environmental strategy in Wales - Key points.

Back 7

All educational establishments should adopt an environmental planning process to minimise it's impact.

Problem - Due to the emphasis on subjects and league tables, educators do not emphasis cross curricular and they should.

Environmental Experiences are seen as an effective form of environmental education.

Funding an access to information is difficult and organisations such as Environmental Agency Wales and RSPB should make information more freely avaliable.

Front 8

K C Ogilvie 1993 - On conducting outdoor activities.

Back 8

Leaders are the most important part of outdoor activities and how they lead different groups is important. Either they must focus on teaching "things" or they must focus on "people" i.e either learning to climb, or a team building exercise.

Leaders must learn how to manage dangerous situations as they could make them worse. E.g an "apparent danger" such as absailing, or a real danger, such as walking down a small rocky path with a risk of landslides. A leader can make an Apparent danger better or worse and cannot affect a real danger.

Front 9

K C Ogilvie 1993 - Importance of outdoor activities

Back 9

"There is no substitute for personal experiences"

Front 10

K C Ogilvie 1993 - On genders in groups

Back 10

Ensuring that a leader during mixed group activities especially with other children and adults that girls do not take a step back and let the nurtered dominance of boys to prove themselves over take an activity.

Also a female leader of an all male group, will have to be dominant as the all male group may be cheeky, disrespectful and feel short changed, even if the woman is the best at the activity. This is not only unfair, but may present dangers at time and a female leader must learn to deal with this.

Front 11

What is the most important thing in decision making? K C Ogilvie 1993

Back 11

Considering time constraints and not allowing a group to overpower the decision in face of safety. A leader must also be aware of potention dangers of each decision and be well versed in crisis management.

Front 12

Sam Ham 1992:

Back 12

* Topic is simply subject matter, the theme is the specific message we want to communicate about the subject.

Front 13

Earth Keepers, four keys for helping young people live in harmoney with the earth.

Steve Van Matre, Bruce Johnson 1987

Back 13

* The institute designs and develops specific educational programs that change peoples views

* Outdoor leaders called sunship earth (1980) the most focussed, innovative and hard-hitting environmental education programme ever produced

It is an intensive earth based course set to teach people to care and want to change the environment.

Front 14

What is the underlying motivation behind earth education according the Steven Van Matre?

Back 14

Emotion.

* Understanding, feeling and processing are the key components. Need a basic understanding of ecological systems and communities.

* They must feel a deep abiding emotional attatchment to all life.

* Leads to changes in lifestyle.

Front 15

According to "Our world, our responsibility, environmental education - a practical guide" what is sustainability?

Back 15

* Sustainability provides for the needs of the present generation without jeopardising the needs of future generations.

Front 16

According to "Our world, our responsibility, environmental education - a practical guide" what is environmental education?

Back 16

* Enviromental education transcends bounderies of formal education, work in the field as well as classroom, bringing in local communities and voluntry sector.

* Changing attitudes to the environment, all round education for life. Encourage next generation to think green.

Front 17

Environmental Education: A guide for teachers, northern ireland curriculum council, 1994. What should environmental education be and whats deems it to be successful?

Back 17

* Evaluation should be via continuous monitoring and evaluation rather than a "done tick box"

* Success is increased environmental awareness among pupils, teachers and non-teaching staff members with understanding, appreciation and experience enhanced by working in and through the environment.

Front 18

Rutcher, Klar and Geiger (2010) on interpretive media

Back 18

Using mobile computer devices whilst on a guided tour increased the environmental knowledge and with children increased their enthusiasm on the subject.

Front 19

Philps 1989 says....... (ON interpretation)

Back 19

if interpretation makes no contribution to conservation it is only entertainment. (Also - in addition, it could be considered a waste of money and resources)

Front 20

Theaker (2007) on interpretation staffing

Back 20

A negative aspect of organisations helping schools with environmental education is although these staff were hired for their enthusiasm and knowledge, they were not hired for their interpretive skills and therefore these organisations spend a lot of time producing interpretation that does not require their staff whose time can better be spent elsewhere.

Front 21

Theaker (2007) - What should interpretation be based on?

Back 21

says that interpretation should be based on "Provoke, relate and reveal" and not be focused on an end product that just presents information, as this is less effective that the audience being educated via revelation

Front 22

Tilden’s (1957)

Back 22

definition of interpretation, which is: “An educational activity which aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information”