ABSTRACT
The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.
The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.
Published for the American Educational Research Association (AERA).
TABLE OF CONTENTS
part |182 pages
Part A Conceptualizing Environmental Education as a Field of Inquiry
part |60 pages
Section I Historical, Contextual, and Theoretical Orientations That Have Shaped Environmental Education Research
chapter |10 pages
Socioecological Approaches to Environmental Education and Research
chapter |6 pages
Transformation, Empowerment, and the Governing of Environmental Conduct
part |53 pages
Section II Normative Dimensions of Environmental Education Research
chapter |13 pages
Probing Normative Research in Environmental Education
chapter |7 pages
Learning From Hermit Crabs, Mycelia, and Banyan
part |66 pages
Section III Analyses of Environmental Education Discourses and Policies
chapter |9 pages
Researching Tensions and Pretensions in Environmental/Sustainability Education Policies
chapter |11 pages
EE Policies in Three Chinese Communities
part |178 pages
Part B Research on Environmental Education Curriculum, Learning, and Assessment
part |47 pages
Section IV Curriculum Research in Environmental Education
chapter |12 pages
Traditions and New Niches
chapter |10 pages
Getting the Picture
part |45 pages
Section V Research on Learning Processes in Environmental Education
chapter |9 pages
Conventional and Emerging Learning Theories
part |82 pages
Section VI Evaluation and Analysis of Environmental Education Programs, Materials, and Technologies and the Assessment of Learners and Learning
chapter |12 pages
Advancing Environmental Education Program Evaluation
chapter |18 pages
Geospatial Technologies
chapter |8 pages
Learning From Neighboring Fields
part |181 pages
Part C Issues of Framing, Doing, and Assessing in Environmental Education Research
part |49 pages
Section VII Moving Margins in Environmental Education Research
chapter |9 pages
Researching Differently
chapter |9 pages
Three Degrees of Separation
part |92 pages
Section VIII Philosophical and Methodological Perspectives
chapter |21 pages
Children as Active Researchers
chapter |10 pages
Collaborative Ecological Inquiry
chapter |11 pages
Critical Action Research and Environmental Education
part |37 pages
Section IX Insights, Gaps, and Future Directions in Environmental Education Research