Enhancing Environmental Experiences through Effective Partnerships among Teacher Educators,Field Study Centers,and Schools

Abstract

Few teacher educators would dispute that preservice teachers benefit from active participation in planning, implementing, and evaluating experiential learning activities in natural environments. Such experiences help them to understand how environmental education can be successfully woven into a teaching program rather than just an added “frill” presented in isolation. However, it is difficult to find efficient ways of organising these experiences in tertiary institutions. This paper discusses a partnership formed among teacher educators, schools, and field study centers in New South Wales, Australia. It was devised to enhance the experiences in environmental education for all participants, and at the same time make efficient use of human resources.

Get full access to this article

View all access options for this article.

References

Brown

(1994). How can the classroom teacher and the field studies center form a partnership that provides maximum support for a school-based environmental education program? Unpublished Bachelor of Honours Thesis, University of Wollongong, Australia.

Critchlow

(1994). Personal communication, Director of Royal National Park Field Studies Center, Sydney, Australia.

DeLandre

(1994). Personal communication, Director of Mt. Kembla Field Studies Center, Mt Kembla NSW Australia.

Fensham

(1986). The Intergovernmental Conference on Environmental Education. Environmental Education: Module for In-Service Training of Science Teachers and Supervisors for Secondary Schools, UNESCO, Paris.

Foreman

Lewis

(1980). Proceedings: First National Conference at Arbury Park Outdoor School, Bridgewater, S.A.—Australian Association of Environmental Education, October, 1980. Australian Association of Environmental Education.

Kastenholz

H.G.

Erdmann

K-H.

(1994). Education for Responsibility Within the Framework of UNESCO. Journal of Environmental Education, 25(2), 15–20.

Knapp

C. E.

(1994). Progressivism never died—it just moved outside: What can experiential educators learn from the past? The Journal of Experiential Education., 17(2), 8–12.

Maddock

(1986). Teacher training using wetlands. Australian Journal of Environmental Education, 2: 31–33.

McMichael

D. F.

Strom

(1975). Teaching science for an understanding of our total environment and the need for conservation. Three Statements on Environmental Education. Sydney: Macquarie University.

10.

NSW Department of School Education (1989). Environmental education curriculum statement K-12, Sydney: Government Publishing Service.

11.

Oppenheimer

(1972). The exploratorium: A playful museum combines perception and art in science education. American Journal of Physics, 40, 979–982.

12.

Phipps

(1991). Towards excellence in environmental education. Unpublished BEd (Hons) Thesis, University of Wollongong, Australia.

13.

Robottom

(1984). Why not education for the environment? Australian Journal of Environmental Education, 1(1), 11–13.

14.

Simmons

(1993) ‘Facilitating teachers’ use of natural areas: Perceptions of environmental education opportunities. The Journal of Environmental Education, 24(3), 8–16.

15.

Walsh

(1984). Environmental education: A decade of failure but some hope for the future. Australian Journal of Environmental Education, 1(1), 21–23.

16.

Webb

J. B.

(1980). A survey of field studies centers in Australia. Canberra: Australian Parks and Wildlife.

17.

Wilke

R. J.

(1986). Mandating preservice environmental education teacher training: The Wisconsin experience. The Journal of Environmental Education, 17(1), 1–9.

18.

Wilke

R. J.

Peyton

R. B.

Hungerford

H. R.

(1987) Strategies for the training of teachers in environmental education. UNESCOUNEP International Environmental Education Programs. Environmental Education Series No. 25., Division of Science, Technical and Environmental Education, Paris.