Theories and Practices of Environmental Education in Quebec High Schools: Main Features of a Critical Diagnosis.
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| Title: | Theories and Practices of Environmental Education in Quebec High Schools: Main Features of a Critical Diagnosis. |
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| Language: | English |
| Authors: | Sauve, Lucie, Boutard, Armel, Begin, Rachel, Orellana, Isabel |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 1997 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Conservation (Environment), Ecology, Environmental Education, Foreign Countries, Global Education, Inservice Education, Professional Development, Professional Training, Science and Society, Teacher Improvement |
| Geographic Terms: | Canada |
| Abstract: | This paper reports on research about professional development programs in environmental education for high school teachers in Quebec (Canada). A diagnostic research study was conducted to attempt to answer two questions: (1) what is the current status of environmental education in this sector of formal education?; and (2) how is environmental education conceptualized and practiced by teachers? The investigation reveals that since 1990, environmental education in Quebec high schools has evolved quantitatively as well as qualitatively. However, in spite of optimistic observations, problems appear to hinder environmental education development or compromise its quality. From a critical perspective, the paper highlights difficulties observed in the study, specifically problems of conceptual, axiological, and pedagogical types. Solutions identified or explored by different environmental education agents also are outlined. (EH) |
| Entry Date: | 1998 |
| Accession Number: | ED421384 |
| Database: | ERIC |
| Abstract: | This paper reports on research about professional development programs in environmental education for high school teachers in Quebec (Canada). A diagnostic research study was conducted to attempt to answer two questions: (1) what is the current status of environmental education in this sector of formal education?; and (2) how is environmental education conceptualized and practiced by teachers? The investigation reveals that since 1990, environmental education in Quebec high schools has evolved quantitatively as well as qualitatively. However, in spite of optimistic observations, problems appear to hinder environmental education development or compromise its quality. From a critical perspective, the paper highlights difficulties observed in the study, specifically problems of conceptual, axiological, and pedagogical types. Solutions identified or explored by different environmental education agents also are outlined. (EH) |
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