Emerging methodological issues in environmental education research

Robottom, Ian 2005, Emerging methodological issues in environmental education research, in WEEC 2005 : Innovative approaches to education for sustainable development : present book is a compilation of some of the key note speeches and papers delivered at the 3rd World Environmental Education Congress, Lang, Frankfurt, Germany, pp. 133-142.

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Title Emerging methodological issues in environmental education research
Author(s) Robottom, Ian
Conference name World Environmental Education Congress (3rd : 2005 : Torino, Italy)
Conference location Torino, Italy
Conference dates 2-6 October 2005
Title of proceedings WEEC 2005 : Innovative approaches to education for sustainable development : present book is a compilation of some of the key note speeches and papers delivered at the 3rd World Environmental Education Congress
Editor(s) Salomone, Mario
Publication date 2005
Series Environmental education, communication, and sustainability ; v. 25
Start page 133
End page 142
Publisher Lang
Place of publication Frankfurt, Germany
Summary This presentation draws on recent experience in the “Environment and School Initiatives” (ENSI) project to explore emerging issues in the methodology of action research in environmental education. The ENSI project has been operating for close to twenty years, involving some twenty (mainly European) countries in the conduct and reporting of attempts to adopt an action research perspective in environmental education curriculum development and professional development. The presentation will locate the project within an historical perspective on research in environmental education before considering differing interpretations of the action research methodology in a range of different (country-based) professional settings. With examples from case studies of action research in environmental education, the presentation suggests that action research is best characterised by adoption of certain principles such as deliberate reflection by practitioners, respect for „practical knowledge‟ of teachers and teacher-generated narrative data, and recognition of the significance of context, rather than by adherence to any recipe-like methodological formula. A corollary of this is that methodologists need to acknowledge and respect the „exigencies of practice‟ within which practitioners of action research in environmental education conduct their professional work.
ISBN 0820499196
9780820499192
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2005, Lang
Persistent URL http://hdl.handle.net/10536/DRO/DU:30014876

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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