Learners and Learning in Environmental Education: A critical review of the evidence
Learners and Learning in Environmental Education: A critical review of the evidence
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环境教育中的学习者和学习：对证据的批判性审查
DOI：
10.1080/13504620120065230
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发表时间：
2001
影响因子：
3.2
通讯作者：
Mark Rickinson
中科院分区：
文献类型：
--
作者：
Mark Rickinson
最近对环境教育研究领域的分析突出了其迅速扩大的规模和日益多样化的性质（例如，哈特和诺兰，1999年）。本文报告了这一领域的一个特定部分的审查-即，最近的实证研究的学习者和学习在小学或中学环境教育。审查特别侧重于这一领域工作产生的证据的性质和质量。对证据的关注是由于以前的审查倾向于更关注方法学趋势而不是研究结果。也有人声称，环境教育理论和研究忽视了“儿童谁是环境教育的主体”（佩恩，1998年a，第20页）。这篇评论认为，解决这些缺点的努力需要通过对学生和学习进行的研究和未进行的研究以及这些研究产生的证据中已知和未知的内容进行彻底和有根据的了解来了解。在方法上，审查力求做到系统、全面和分析。它的发现是基于对1993年至1999年期间发表的100多篇期刊文章、书籍和报告的仔细审查。它提出，目前的证据基础上学习者和学习可以理解的六个浓度或节点的证据。其中三项已经确立（学生的（一）环境知识，（二）环境态度和行为，以及（三）环境学习成果），而另外三项可视为正在形成（学生的（一）对自然的看法，（二）学习经验，以及（三）对成人的影响）。最近的研究证据和关键信息与这些节点中的每一个都在连续的审查部分进行了讨论。总体而言，审查表明，学习者和学习的证据基础，而相当大的规模，是不太多样化的方法和理论的方法比更广泛的环境教育研究领域内，它位于。证据库还提供了更多关于学生环境知识和态度的信息，而不是关于他们的教育经历和偏好的信息，更多关于学习成果的信息，而不是关于学习过程的信息。然而，这些特征并不是静态的。随着新焦点的出现，关于学习者和学习的研究和证据基础正在发展和变化，带来了不同的方法和概念。审查确定的问题和挑战所产生的学习者和学习的研究用户，研究人员和该领域的未来审查的最新证据。除了强调研究可能的实际意义外，它还为更明确地关注学习和学习者在这一过程中所扮演的角色的研究提供了一个案例。它还表明，需要在环境教育领域进行用户审查和学术审查。
Recent analyses of the field of environmental education research have highlighted its rapidly expanding size and increasingly diverse nature (e.g. Hart & Nolan, 1999). This article reports on a review of a particular part of this field - namely, recent empirical studies of learners and learning in primary or secondary school environmental education. The review focuses specifically on the nature and quality of the evidence generated by the work in this area. The concern with evidence is motivated by the tendency of previous reviews to focus on methodological trends more than research findings. Claims have also been made that environmental education theory and research have overlooked 'the children who are the subjects of environmental education' (Payne, 1998a, p. 20). This review contends that efforts to address such shortcomings need to be informed by a thorough and grounded understanding of what studies have, and have not, been undertaken on students and learning, and what is known, and not known, from the evidence that these studies have generated. In its methods, the review seeks to be systematic, comprehensive and analytical. Its findings are based on careful scrutiny of over 100 journal articles, books and reports, published between 1993 and 1999. It proposes that the current evidence base on learners and learning can be understood in terms of six concentrations or nodes of evidence. Three of these are well established (students' (i) environmental knowledge (ii) environmental attitudes and behaviours, and (iii) environmental learning outcomes), while three can be regarded as emerging (students' (i) perceptions of nature, (ii) experiences of learning, and (iii) influences on adults). The recent research evidence and key messages associated with each of these nodes are discussed in successive sections of the review. Overall, the review suggests that the evidence base on learners and learning, while considerable in size, is less diverse in terms of methodological and theoretical approaches than the wider environmental education research field within which it is situated. The evidence base also provides more information about students' environmental knowledge and attitudes than about their educational experiences and preferences, and more about learning outcomes than about learning processes . These characteristics, however, are not static. The research and evidence base on learners and learning is developing and changing as new foci emerge, bringing with them different methodological and conceptual approaches. The review identifies issues and challenges arising from the recent evidence on learners and learning for research users, researchers and future reviews of the field. As well as highlighting possible practical implications of the research, it makes a case for studies focused more explicitly on learning and the role learners play within this process. It also suggests a need for user reviews as well as academic reviews in the field of environmental education.