The Philosophies, Contents and Pedagogies of Environmental Education Programs in 10 Israeli Elementary Schools

Autor/inn/en	Tal, Tali; Peled, Einat
Titel	The Philosophies, Contents and Pedagogies of Environmental Education Programs in 10 Israeli Elementary Schools
Quelle	In: Environmental Education Research, 23 (2017) 7, S.1032-1053 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1153047
Schlagwörter	Foreign Countries; Environmental Education; Semi Structured Interviews; Curriculum Development; Observation; Content Analysis; Program Evaluation; Elementary Schools; Sustainable Development; Elementary School Teachers; Pedagogical Content Knowledge; Recreational Activities; Program Implementation; Teacher Education; Faculty Development; Data Collection; Israel + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Beobachtung; Inhaltsanalyse; Programme evaluation; Programmevaluation; Elementary school; Grundschule; Volksschule; Nachhaltige Entwicklung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Freizeitgestaltung; Lehrerausbildung; Lehrerbildung; Data capture; Datensammlung
Abstract	In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school's activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs. It also shows much didactic teaching of content, a strong focus on behavioral outcomes, especially with respect to reducing resource consumption and to increasing the levels of recycling, as well as some degree of working with the community. The unclear status of environmental education in Israel, in terms of its structure within the education system, prevents it from having sufficient resources for teacher education and curriculum development. It is suggested that this lack of clarity is the main cause of the ambiguity and for the use of the traditional pedagogies we found in our analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01