Environmental Learning: insights from research Outline of presentation Research on students learning and learning experiences in environmental education Environmental Education - its focus and role Cecilia Lundholm Centre for Teaching and Learning in the Social sciences Department of Education & Stockholm Resilience Centre Previous research information about learners (researching learners) evidence on learning outcomes (measuring outcomes) insights into learning processes (exploring processes) Researching Learners young people s/students knowledge about environmental phenomena the sources of young people s environmental information the kinds of environmental issues that students are concerned about their environmental attitudes Environmental learning - an emerging research issue. 1
The empirical studies 2. Nature 4 5 1. Society 3. Individual 6 (Lundholm, 2008, Rickinson et al., 2009) Lundholm s research on undergraduate/graduate students environmental learning in civil engineering, biology and, economics (Lundholm, 2003, 2004a,b, 2005, 2007, 2008). Rickinson s s research on teachers and students in UK secondary schools on controversial environmental issues within geography. (1999a, 1999b, Rickinson and Robinson 1999) Hopwood s research on the experiences of students in their geography lessons, UK secondary schools. (2006, 2007a, 2007b, 2007c, 2008) Results Dealing with Emotions and Values Questioning relevance Negotiating viewpoints 1. Emotions In the past 10 years, educational research has begun to pay attention to the growing importance of emotion research in psychology. 1. Emotions - as in distaste for the topic 1. Students who have difficulties in learning the topic but who make no reference to their like or dislike for the particular material; 2. Students t who are inhibited in their learning through h distinct distaste for the topic itself; 3. Those who have arrived at equilibrium between their wariness of the issues and an informed view of the risks involved (Watts & Alsop, 1997. p. 359) 2
Melanie The second video [...] didn t seem very interesting - cutting down trees, I don t think that s very my sort of thing, I don t like things like that. I don t like cutting down trees, I don t like animals being hurt or moved or anything. I don t like anything like that. Yeah I m very against it, I think it s awful. The way she reacted led to.. I was hardly watching it, I was just paying a little bit of attention 2. Emotions - directing attention and focus Nina: Okay, then I also think we can discuss [in the students written report] that an important aspect of good environmental work within the companies, is that the staff is involved in the environmental work, and not only the boss - Lena: But I ve written that already Nina: Yes, but Hans questions that Hans: Yes, I don t think it s relevant to the focus of our work, which we decided upon from the beginning Nina: But you haven t reacted to that in our discussion! Hans: No, but I admit, it s really difficult. I have to think all the time: What am I looking for, really? It s like thinking in math about logarithms; every time you see them you have to think, what does this mean? Karin: Yes, it s hard to stay on track Lena and Nina: It s very difficult Karin: We can t get too emotionally involved, that s the problem! Hans: No Different aspects of values Values as part of the learning process - double edge sword What is objectivity - what is subjectivity? What is an opinion - what are facts? Solutions to environmental problems are political - how to deal with that? 2. Questioning relevance Relevance to the learner in the present context and relevance to self in the future Relevance to curricular context 3
Relevance to curricular context Relevant to learn about physical or human phenomena Relevant to learn about physical and human phenomena - Physical and human as relevant but separate - Physical and human as relevant in interaction 3. Negotiating viewpoints These concern differences in viewpoints between teachers and students on: environmental issues where students perceive there to be a significant difference between their own perspectives on an environmental issue and those of their teacher what is topical or controversial where students and teachers held contrasting views on what is controversial the nature and value of particular tasks (empathy and role play). These situations of perceived differences of viewpoint are significant for two reasons. Firstly, they very rarely get surfaced by students within the learning situation but instead remain hidden and tacit. Secondly, they can have a very real affect on the nature and extent of student s engagement with environmental learning activities Engineering students in Lundholm s Swedish study. Several students brought up the issue of the lecturer s perspective. Tobias, talked about how he felt the course had been angled from an ecological perspective [i.e.] everything that humans do has an impact on nature and if you affect nature, it is bad. But, actually, humans are a part of the whole ecosystem too and therefore one has to live in harmony with nature. Humans did not used to do that, people in the Stone Age killed all the animals they saw. It wasn t all that environmentally friendly as one might think. [Compared to me, the lecturer] values environmental problems in one way and This is the right way. 4
Environmental Education - its role and purpose 2. Nature 4 5 1. Individual 3.Society 6 (Lundholm, 2008; Rickinson et al., 2009; Sternäng and Lundholm, 2010) Government in place or to be elected Individual(s) as voter, consumer, citizen Business (Lundholm, 2011) Citizens think Climate is important, but we will not accept any international agreement that prevents development. 2 myths of change 1. KAB Knowledge -> Attitude -> Behaviour 2. The sum of individual actions = collective action & big change 5
Problems with these theories/myths 1. Not linear and causal links between K, A and B 2. Prisoners dilemma and the sucker effect, élas, individuals will not act (Komorita & Parks, 1996) Knowledge, values and behavior Knowledge - of what? Values (and altruistic goals) Behaviour: individual change, or, supporting collective change? Knowledge of nature, society and individual The socio-economic understanding of adults is critical to the functioning of democracies. Students with a greater understanding of economics are more likely to appreciate longer-run implications of economic policy. (Davies et al. 2002) Projects Price and environmental degradation: investigating students knowledge of price and externalities, and values - willingness to pay. The environment and economics; ethical reasoning? Sternäng, Li. & Lundholm, C. (2010). Climate Change and Morality: Students perspectives on the individual and society, International Journal of Science Education. Sternäng, Li. & Lundholm. C. (accepted). Climate Change and Costs: Investigating Chinese Students Conceptions of Nature and Economic Development. Contents of EE The triangles of nature, society and individual, and, government, business and individual suggest: Eco systems dynamics Eco systems services Socio-economic content (price/pricing, taxation, subsidies) and Legislation = means for collective action Political systems and descision making Meta cognition Contents 6
MA Framework Human Well-being and Poverty Reduction Basic material for a good life Health Good Social Relations Human Well-being Security Freedom of choice and action Indirect Drivers of Change Demographic Economic (globalization, trade, market and policy framework) Sociopolitical (governance and Indirect Drivers institutional framework) Science and Technology Cultural and Religious www.maweb.org Ecosystem Services Direct Drivers of Change Changes in land use Species introduction or removal Direct Drivers Technology adaptation and use External inputs (e.g., irrigation) Resource consumption Climate change Natural physical and biological drivers (e.g., volcanoes) Contents Picking & choosing wisely in the societal toolbox! About the individual : -What norms and values are prevalent in society and how do they effect the way we do things? - Can they be altered? How? Take on the challenge! Social scientists; time to get on board. And collaborate References Davies, P., H. Howie, J. Mangan and S. Telhaj. (2002). Economic aspects of citizenship education: an investigation of students understanding. The Curriculum Journal 13: 201-223. Davies, P. & Lundholm, C. (2008). Students conceptions of price: some issues in the development of understanding of socio-economic phenomena. Ignell, C., Davies P., & Lundholm, C. (2011). Students understanding of pricing goods and services with negative environmental effects. Garavito, D and Lundholm, C. (2010, 24-26 May). Systems dynamics thinking and conceptual development: the case of fishermen s understanding of eco systems. Paper presented at the 7 th international conference on Conceptual Change, EARLI, Leuven, Belgium. Krasny, M., Lundholm, C. and Ryan P. (Eds). (2011). Resilience in Social-Ecological Systems: the Roles of Learning and Education. London: Routledge. Lundholm, C. (2011). Society s response to environmental challenges: citizenship and the role of knowledge. In Factis Pax, 5, 80-96. www.infactispax.org Lundholm, C. (2008). Discourse, cause and change: A study on economics students conceptions of child labour. In Ohman, J. (Ed.) Ethics and Democracy in Education for Sustainable development. Contributions from Swedish Research. Stockholm: Liber. Rickinson, M., Lundholm, C. & Hopwood, N. (2009). Environmental Learning. Insights from research into the student experience. Dortrecht: Springer. Schultz, L. & Lundholm, C (2010). Learning for resilience? Exploring learning opportunities in Biosphere Reserves. Environmental Education Research,16, 5-6, Sternang, L. & Lundholm.C. (2010). Climate Change and Morality: Students Conceptions of Individual and Society. International Journal of Science Education. Special free online virtual issue http://www.tandf.co.uk/journals/access/mathsci.pdf Sternang, L. & Lundholm. C. (accepted). Climate Change and Costs: Chinese Students Conceptions of Nature and Economic Development. 7