Theory into Practice in Environmental Education: Towards an evidence-based approach

Abstract

This research addresses conceptual and practical issues in the field of environmental education. Environmental education is a compound and contested field in terms of both environmental and educational ideologies. Its practice is also influenced by perspectives of context and change. Hence, the operationalisation of environmental education might be expected to vary across different ideologies and contexts. Thus, this research attempts to explore the operationalisation from theory into practice in environmental education.

The approach of this research derives from those issues in the research context of education and environmental education that are currently of most concern. That is, policy-makers and practitioners expect researchers to answer question such as “what works?” because they face the pressure of making decisions. In response, this research attempts to shed light on the nature of environmental education by using an evidence-based approach. However, most evidence-based work in education is grounded in a post-positivistic perspective. This research, by contrast, employs evidence drawn from qualitative inquiry that recognises the significance of in-depth contextual understanding. Thus the research sits within the qualitative paradigm and employs case study methodology.

Four cases were selected: two from the UK and two from Japan. Findings were compared and synthesised. It is recommended that organisations that implement environmental education need to be clear about ideological and theoretical positions; the significance of context; and the freedom of learners. In terms of policy-making, it is suggested that governments should support a diversity of different ideological practices in environmental education; consider, particularly for international policy-making, the many varied perspectives of context and change; and, implement policy through a top-down approach that encourages bottom-up initiatives.

Date of Award	1 Apr 2009
Original language	English
Awarding Institution	University of Bath
Supervisor	Steve Gough (Supervisor)