User Online: 2 | Timeout: 24:11Uhr ⟳ | email | BNE OS e.V.  | Info | Portal Klimabildung  | Auswahl | Logout | AAA  Mobil →
BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
Datensätze des Ergebnisses:
Suche: Auswahl zeigen
1. Aufsatz in Zeitschrift
(Korrektur)Anmerkung zu einem Objekt von BNE-LITERATUR per email Dieses Objekt in Ihre Merkliste aufnehmen (Cookies erlauben!) in den Download Korb (max. 50)!
Doing research in environmental education: touchstone theory and shaking things up.
Zeitschriftenausgabe (-> Ref.Nr):
Environmental Education Research
Special Issue: Researching education and the environment: retrospect and prospect.
Seite (von-bis):
As a researcher I have a keen interest in the topic of ′doing research′ and find myself frequently addressing my own questions of what it means to ′do research′. As a reviewer of papers submitted to journals in this field I also have a critical interest in how others ′do research′ and how collections of research contribute to the field. And as an environmental educator I want to know how research in environmental education will move the field forward. Environmental education is an important strategy in addressing environmental problems faced by communities around the world. Therefore, I am particularly keen to know how the act of ′doing research′ will advance the field of environmental education and as such contribute to the solution of broader environmental problems.
Clearly I bring with me my own education history, experiences, value positions, cultural understandings, and theoretical and methodological preferences. How then can I sensibly make sense of and critique research which is cross-cultural, theoretically and methodologically diverse, and which covers a broad spectrum of topics?
It is with these questions in mind that I discuss four papers which have appeared in Environmental Education Research (EER). Principally, I focus on two papers: these are Chawla, ′Research methods to investigate SLE: review and recommendations′ (Volume 4, 1998), and Malone, ′Environmental education researchers as activists′ (Volume 5, 1999). I also consider Doyle and Krasny (2003) and Fortner et al. (2000). Together, the papers offer the opportunity to discuss issues of learning from critique (both external evaluation and internal self-evaluation) and the need for openness in the research community to different ways of doing research.
I also raise the issue of the importance of embracing novice researchers, encouraging their efforts, and being receptive to their thinking. I conclude by introducing the notion of touchstone theory and how that theory may help move the field of environmental education research forward.
Original-Quelle (URL):
Datum des Zugriffs: