Environmental education - appropriate vehicle for teaching science?

This article we have addresses the issue of an integrated science education curriculum. Following Beane (1995), we suggest an approach that begins with an issue, topic or problem that has an independent existence in real life, and which can serve as a supra.disciplinary organizing principle in providing a framework ror developing a curriculum that presents science content in a contextual fashion alongside other disciplinary content, as dictated by the demands of doing justice to an investigation of the issue, topic or problem. The article illuminates the approach with reference to a case study of a whole-year environmental program. It engages some of the issues raised in recent literature on integrated science curricula, concluding that environmental education might well serve as a useful vehicle for an integrated science education.

Environmental education research in southern Africa: dilemmas of interpretation

These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region.

Constructivism in environmental education: beyond conceptual change theory

Abstract constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how the nature of subject matter is constructed, learning and the implications of these for teaching practice.

Critical environmental education research : re-engaging the debate

The field of research in environmental education has experienced several changes in orientation in its first 25 or so years. In the period of the 70s and 80s, the most visible approach to environmental education research was clearly applied science in nature. From the late 80s/early 90s there has been a period of intense debate about research in environmental education, in which the patterns of research established in the 70s and 80s came to be reflected upon in a more critical fashion, previously taken for granted assumptions questioned, and a range of new approaches to research identified and critically considered. Methodological debates were engaged, arguments for alternative approaches developed, and critiques presented. This article re-considers some of these arguments in light of recent critique and project research experience, and argues for a recognition of the practical exigencies in conducting project research in real contexts.

Teacher attitudes and perceptions of primary school music education at independent schools in South Africa

As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South Africa. The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South Africa. The reporting of this article is based on the author's doctoral thesis entitled "Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa". The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within "Arts and Culture". It also identified current teaching trends and exposed areas of weakness that call for attention.

What is the position/contribution of biology in environmental education

In this paper I intend to argue that biological science education and environmental education have traditionally represented fundamentally different discourses - that they have explicitly or implicitly adopted different epistemologies and ontologies - and that this difference has had implications for the conduct of research in these fields. I will draw on recent developments in theory, policy and practice in the field of environmental education to argue that this field tends to be located within a social discourse - that there is a foundation in policy and practice for considering environmental issues as fundamentally social and ethical in nature, rather than in some sense objectively existing. I then consider a rising topic in biology education (that of Biotechnology) as one which while tending to be treated within a scientific discourse, would be more fully explored educationally within a social discourse. I conclude by suggesting that in biology education research we need to consider a reconciliation of these historically differing perspectives.

“Through a glass darkly” : a report on trends in school music education provision in Australia

This paper reports on research commissioned by the Music Council of Australia (MCA) on the provision of school music education in Australian states and territories. Using guidelines developed by the principal researcher, a team of state and territory investigators collected data on eleven research questions formulated by MCA’s Research Committee. The principal investigator compiled, analysed and interpreted the state data and synthesised the findings into an overview of
the current situation nationally. One of the major findings was the limited amount of uniform data available from education authorities; indeed, the inadequacy or non-availability of data from some states is a matter of serious concern in terms of public accountability for the school music provision. Nevertheless, the project provided an overview of the current state of school music education in all states and territories. In relation to three of the key indicators (numbers of specialist music teachers, numbers of students taught music, and numbers of students studying music at Year 12), the study revealed that the provision of music has not changed significantly over the past two decades—the situation has either remained static or has improved or declined slightly. The principal recommendation from the project is the need for a more comprehensive survey to be undertaken and a Deakin University team, in collaboration with the MCA as industry partner, will be applying for an ARC Linkage Grant which will investigate effective teaching of music in schools and the preparation of teachers for implementing music programs.

Taking stock of school music education in Victoria: the lessons of history in the present context of the national review

The National Review of School Music Education represents a unique opportunity to identify and find solutions to some of the very long-standing problems in Australian school music education, particularly in the government school sector. This paper is based on the premise that there are lessons to be learned from the over 150 years of music education in Victorian government schools and that it is only by considering the current status, provision and quality of school music from an historical perspective and resolving emergent issues that effective and worthwhile music education can be provided for future generations of Australian students. Developments in school music education since the 1850s are discussed and analysed in terms of the present-day issues to be addressed by National Review and a number of mutually-dependent factors are identified as combining to produce almost cyclic patterns of ebb and flow in the status, provision and quality of music education in Victoria. The paper identifies several such factors requiring immediate attention including the inadequacy of generalist primary teacher education in music, what has effectively become the extra-curricular status of music in many government schools, and the more recent problems associated with 'the over-crowded curriculum' and the emergence of The Arts as the generic Key Learning Area in which Music now finds itself as just one of many arts disciplines. The paper concludes by making three key recommendations for consideration in the context of the current National Review of School Music Education.

Re-badged environmental education: is ESD more than just a slogan?

In the field of environment-related education, the period from the early 70s to the present is marked by continuity and contestation. There has been a remarkable continuity of environmentrelated practice; and there has also been contestation in the language of the field, with terms like ecology education, environmental education and education for sustainable development becoming highly visible at different times. Presently, the environment-related work formerly known as ‘environmental education’ (EE) is being aggressively and extensively ‘re-badged’ as ‘education for sustainable development’ (ESD). This paper explores the role of slogans in the fields of environmental education and education for sustainable development.

From ecological science to environmental education : a professional turning point?

This article explores the significance of a shift in young people’s professional career from ecological science to environmental education. The article reflects on the role of higher education in addressing social and political issues in environment and sustainability, and then provides an account of a course on environmental education research methodology at the Universidad Nacional Autfinoma de México. The course included participants with an academic and professional background in ecological science who were seeking a change in profession to that of environmental education. It became clear that a shift in profession entails the exploration of an alternative professional philosophy. We draw on some of the participants’ written biographical testimonies to identify some themes around ‘professional turning points’ and conclude that at least for some participants, there is a tension between science education that encourages ‘an aspiration to be objective’ and environmental education that encourages an ‘aspiration to respect the subjective’.

National report on trends in school music education provision in Australia

"The focus of the project was identified by the Research Committee of the Music Council of Australia as being to provide factual information about designated trends in the provision of school music education in Australia, with possible use of this information in a national campaign in support of music education in Australian schools by the Music Council of Australia."

Reflective practice in teacher education : learning from case studies of environmental education

This book is focused on ten action research and evaluative case studies in environmental education carried out by teacher educators and teachers. The case studies range across five European countries: Austria, Hungary, Italy, Sweden and Switzerland. They are followed by cross-case comparisons which explore issues emerging from the documented reflective practice: aims of environmental education in the educational policy context of the countries, their relationship to the disciplines and the traditional knowledge transmission position, the role of action research approaches for innovation and reflection, and institutional conditions of collaboration in teacher education. This international case study project is research based in adopting professional development approaches that are informed by action research principles. It represents examples of innovation that challenge established practice in schools and teacher education institutions. It provides study material for all who attempt to describe, change and improve their own education practices and who want to adopt an action research approach to professional or program development.

Constructivism in environmental education beyond conceptual change theory

Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.