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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
Those Ivory Tusks Are Killing Her.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
19
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
42-42
Original-Quelle (URL):
DOI:
10.1080/00958964.1988.9942763
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
New from Eric.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
9
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
42-43
Original-Quelle (URL):
DOI:
10.1080/00958964.1977.9942014
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
Classes in the Open Air.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
3
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
56-56
Original-Quelle (URL):
DOI:
10.1080/00958964.1971.10801639
4. Aufsatz in Zeitschrift
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Urheber:
Hauptsachtitel:
The First Annual Report of the Office of Biological Services.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
8
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
63-65
Original-Quelle (URL):
DOI:
10.1080/00958964.1976.9941567
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Viewing Strategies and Attitudes at a Nature Conservation Exhibition.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
18
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
1-6
Kurzinfo:
Abstract: During a public exhibition illustrating the environmental problems existing in a natural area of great importance to Madrid (EI Pardo), the following information was collected from a random sample of visitors: time spent observing each photograph in the exhibition and answers to a questionnaire concerning specific environmental policies for the area. It was concluded that time spent observing each item on exhibition was related, above all, to its location in the itinerary, with visitors practicing various observation strategies according to the position of photos in the middle or extremes of the exhibition. Interest in the specific content of the photos did not seem to be correlated with the attitudes identified in the questionnaire analysis. The results of the latter were used to rank the visitors along two policy gradients: ?permissiveness versus restriction? and ?authoritarian versus participatory (policy).? Visitors in the oldest age group showed a tendency to agree with authoritarian and antiparticipative opinions in environmental policies for the protected area in question.
Original-Quelle (URL):
DOI:
10.1080/00958964.1987.9942733
6. Aufsatz in Zeitschrift
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Hauptsachtitel:
Behavioral Science Applications in Environmental Quality.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
4
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
1-6
Original-Quelle (URL):
DOI:
10.1080/00958964.1972.10801690
7. Aufsatz in Zeitschrift
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Hauptsachtitel:
Present Status of Environmental Science in Texas Public Schools.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
19
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
19-24
Kurzinfo:
Abstract: A statewide assessment of the status of environmental science (ES) in Texas school districts was conducted in 1985. Respondents were 126 science curriculum supervisors and 278 teachers (grades seven through twelve) representing 339 (38 percent) of those independent school districts (ISDs) (N = 893) having at least one science-certified teacher. The assessment results characterized ES in terms of grade level, subject matter, and implementor; degree to which ES facilities external to the classroom are used and factors preventing their use; ES teaching materials used and needed; levels of emphasis placed on selected teaching strategies; those content areas emphasized in ES; and ES implementation difficulties and needed assistance.
Original-Quelle (URL):
DOI:
10.1080/00958964.1988.9942759
8. Aufsatz in Zeitschrift
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Hauptsachtitel:
Nature as children's space
Untertitel/Zusätze:
A systematic review
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
48
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
291-321
Kurzinfo:
ABSTRACT

The emerging interest in ″spaces of childhood″ over the past two decades can be identified across numerous disciplines. A substantial body of research has indicated that children's active engagement within the natural environment is associated with a range of cognitive, physical, affective, and moral developmental benefits. Although research on children's space and place is a burgeoning field, currently only one identified systematic review exists within the literature investigating the benefits of children's engagement in nature. The aim of this article was thus to systematically review and synthesize the findings of children's understandings and engagement with nature as a space. After a systematic search of the literature, 83 articles were included in this review with study samples spanning across children aged 3 to 18 years old. The review underscores four thematic domains derived utilizing thematic analysis. It is ostensible from the results that children's perceptions of and engagement in nature as a space and place are multifarious, benefiting children's well-being in myriad ways. At a foundational level, more research is required to deepen understandings about how children in differing contexts construct nature.
DOI:
10.1080/00958964.2017.1366160
9. Aufsatz in Zeitschrift
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Hauptsachtitel:
It takes more than two to (multispecies) tango
Untertitel/Zusätze:
Queering gender texts in environmental education
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
48
Z-Heftnummer/-bez.:
1
Themenschwerpunkt:
Special Issue: Gender and Environmental Education
Erscheinungsjahr:
Seite (von-bis):
67-78
Kurzinfo:
ABSTRACT

Using the figuration of queer tango, we conceive this essay as a performance that responds to three Canadian Journal of Environmental Education articles, each of which calls for the creation and circulation of more queer scholarship in environmental education. We explore Vagle's (2015 Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using post-structuralist ideas. Journal of Curriculum Studies, 47(5), 594–612.[Taylor & Francis Online], [Web of Science ®], [Google Scholar]) suggestion of working along the edges and margins of phenomenology using poststructuralist concepts and ideas, with a view to engaging with J. Russell's (2013 Russell, J. (2013). Whose better? [re]Orientating a queer ecopedagogy. Canadian Journal of Environmental Education, 18, 11–26. [Google Scholar]) phenomenological interpretation of queer theory, with particular reference to Sara Ahmed's (2006 Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Durham, NC: Duke University Press.[Crossref], [Google Scholar]) phenomenological exploration of ″(dis)orientation.″ Although Vagle (2015 Vagle, M. D. (2015). Curriculum as post-intentional phenomenological text: Working along the edges and margins of phenomenology using post-structuralist ideas. Journal of Curriculum Studies, 47(5), 594–612.[Taylor & Francis Online], [Web of Science ®], [Google Scholar]) uses the Deleuzean concepts of multiplicity and line of flight to explore the phenomenological notion of intentionality, we suggest that engaging other, somewhat lesser used, Deleuzean concepts might better pair with J. Russell's (2013 Russell, J. (2013). Whose better? [re]Orientating a queer ecopedagogy. Canadian Journal of Environmental Education, 18, 11–26. [Google Scholar]) use of the phenomenological ideas of orientation and embodied experiences. Thus, we draw on the Deleuzean creative conceptions of the molar/molecular, body without organs, and assemblages to queer(y) phenomenological notions of subjects, objects, lived bodies, and (dis)orientations. Through our inquiry, we found that dancing around the edges of phenomenology requires a redrawing of the boundaries of subjectivity and objectivity that moves from the individual to the collective, from static objects to material-semiotic generative nodes. Our provocation is that such a queer dance—one that prods and probes the geometries and optics of relationality (Barad, 2003 Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.[Crossref], [Web of Science ®], [Google Scholar])—can not only reinvigorate environmental education scholarship but also help to reimagine curriculum as a collective inquiry into the practices of enacting and policing boundaries.
DOI:
10.1080/00958964.2016.1249330
10. Aufsatz in Zeitschrift
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Hauptsachtitel:
Cooperative Park Studies Units: University-Based Science Programs in the National Park Service.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
14
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
24-28
Original-Quelle (URL):
DOI:
10.1080/00958964.1983.10801934
11. Aufsatz in Zeitschrift
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Hauptsachtitel:
Toward a theoretical framework for community EE.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
49
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
207-227
Kurzinfo:
Abstract
Given the growing attention to community environmental education (CEE), this study develops a theoretical heuristic for this approach through a retroductive process by (1) examining theories appropriate for a CEE conceptual framework; (2) testing this framework in diverse contexts to determine its viability, and (3) reconceptualizing the framework. The framework hypothesizes that a community of practice focused on improving the conditions of local natural resources will exemplify transformative learning and empowerment if the community of practice is successful. Initial testing involved case studies of two groups from diverse contexts. Results indicated both groups organized as communities of practice. However, evidence showing improved local natural resources, transformative learning, and empowerment was lacking. Instead, there was evidence of enhanced agency and self-efficacy, requiring a reconceptualized framework.
12. Aufsatz in Zeitschrift
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Hauptsachtitel:
Exploring Turkish preservice teachers' mental models of the environment
Untertitel/Zusätze:
Are they related to gender and academic level?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
48
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
182-195
Kurzinfo:
ABSTRACT

The current study aimed to establish Turkish preservice teachers' mental models of the environment and to determine the relationship these models have with gender and grade level. The study group comprised 463 Turkish preservice teachers from primary school education and preschool education departments. The data from the study were collected from drawings made by the participants. The drawings were evaluated using the Draw-an-Environment Test Rubric (DAET-R). The results of the study revealed that preservice teachers provide only superficial and scientifically deficient descriptions of the environment and that they constructed their mental models by perceiving the environment not as a unity of systems but as an object. On the basis of the findings, which showed that many preservice teachers do not include humans in their drawings, or draw biotic factors without other elements, it was concluded that preservice teachers perceive the environment as ″nature″ only. Although no statistically significant difference was found between females and males with respect to their mental models, significant differences occurred between second-year and fourth-year students and between third-year and fourth-year students, in favor of second- and third-year students.
DOI:
10.1080/00958964.2016.1267102
13. Aufsatz in Zeitschrift
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Hauptsachtitel:
The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
9
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
31-42
Original-Quelle (URL):
DOI:
10.1080/00958964.1977.9942013
14. Aufsatz in Zeitschrift
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Hauptsachtitel:
A Comparison Between a Traditional and an Online Environmental Educational Program.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
37
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
45-54
Kurzinfo:
Abstract: The authors compared traditional and Web-based versions of an environmental education program in terms of their effectiveness in raising knowledge and promoting attitudes of environmental issues. They used a pretest-posttest nonequivalent control group quasi-experimental design. Results showed a statistically significant increase of knowledge scores for both groups. The junior high students who received computer-assisted instruction (CAI) significantly outscored their peers who were taught traditionally in posttest knowledge scores. In addition, the CAI group demonstrated a significant increase in attitudes scores. The authors found the correlation coefficient between knowledge and attitudes to be statistically significant but low.
DOI:
10.3200/JOEE.37.4.45-54
Datum des Zugriffs:
02.06.2014
15. Aufsatz in Zeitschrift
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Hauptsachtitel:
Students' Perception of Environmental Problems and Sources of Environmental Information.
Zeitschrift/Zeitung:
The Journal of Environmental Education
Z-Jahrgang:
12
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
17-21
Original-Quelle (URL):
DOI:
10.1080/00958964.1980.9941913


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