Environmental education research news

This report was by John F. Disinger, Professor of Natural Resources, and Jennifer L. Tomsen, Graduate Teaching Associate in Natural Resources, The Ohio State University, Columbus, Ohio, 43210–1085, USA.     

Environmental education research news

Summary The literature of education is replete with studies concerning attitudes and values as they exist, and the results of efforts to cause changes in attitudes in desired directions. It is clear that student attitudes toward learning are positively related to learning itself, and that student attitudes toward environmental concerns can be influenced by changes in cognitive knowledge levels. But much of the research has produced inconsistent results; much remains to be learned about precise relationships between and among attitudes/values, cognitive knowledge, and environmental activity.Compiled by John F. Disinger, Professor, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210-1085, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

Environmental education research news

Summary It appears that Harvey’s mediating definition and structural model have in fact subsumed the substance of earlier definitions and models; it also appears that no definitions or models proposed since the completion of his work in 1976 are at variance. The same might also be said about Lucas’ in, about, and for analysis, and to Johnson’s definitional study. But these works do clearly lie ‘mostly unattended by professionals’ (Hungerfordet al., 1983). The basic problem apparently is one of communication—either those concerned are not aware of what each other are saying, or they choose not to acknowledge, discuss, or debate it, for what they must assume are sufficient reasons. A number of apparently viable definitions and models have been advanced; Harvey has provided an analysis of most, and proposed a middle ground. A basis for resolution exists.     

Environmental education research news

Summary Note Most of the citations above were selected from three sources:Current Index to Journals in Education, the ERIC system's monthly compilation of citations of literature reported in educational and education-related journals;Resources in Education, ERIC's monthly compilation of abstracts of non-journal educational literature; andDissertation Abstracts International, a monthly compilation of abstracts of doctoral dissertations reported by universities in the United States and Canada and published by University Microfilms International (UMI). Papers from journals are referenced in the normal manner, with notation of reprint availability from UMI as appropriate. Papers cited inResources in Education are referenced by ED numbers, and may be located in ERIC microfiche collections or ordered from ERIC Document Reproduction Service. Papers cited inDissertation Abstracts International are referenced by volume, number, and page; copies may be secured from UMI in most cases. The selections were chosen as representative and reflective of the varieties of environmental education research currently reported in the literature. No selection bias was intended, other than for the purpose of providing a representative variety. In most cases, abstracts printed inCurrent Index to Journals in Education, Resources in Education, orDissertation Abstracts International were used in preparing these notes. Compiled by John F. Disinger, Professor of Environmental Education, School of Natural Resources, The Ohio State University, Columbus, Ohio 43210, USA; also Associate Director, Educational Resources Information Center (ERIC) Clearinghouse for Science, Mathematics, and Environmental Education (SMEAC).     

瑞典环境损害评估与修复制度及其启示

环境损害事件发生后,行政机关第一时间应清除损害并进行评估与修复,但我国生态环境损害的救济立法规定相对粗糙,难以具有执行力.而《瑞典环境法典》则从本国国情出发制定其环境损害评估与修复制度,污染发生后环境监督机关迅速进入污染区域调查并制作报告,明确事后治理责任主体,并通过环境质量标准确定损害修复应达到的水平并开展损害修复工...     

Environmental issues in Sweden 1973–1989: Science and policy

The aim of this study is to analyze the environmental agenda in Sweden during the last two decades. A content analysis was made of all articles in a Swedish journal,Miljö-Aktuellt. Further, to elucidate the evolutionary process of problem formulation and reformulation, two cases were investigated, dealing with the impact of plant nutrients and mercury on surface water quality. The transport of heavy metals is an essential component of the ecological process and problem of acidification, and similarly, plant nutrients are part of the concept of eutrophication. Two concepts, the research cycle and the policy cycle, are tentatively applied to the conceptualizations of acidification and eutrophication. Additional data for the latter part of the study is supplied from parliamentary motions during 1973–1989. The substance/media focus of the 1970s was connected to a point-source abatement strategy, which mainly aimed at removing negative effects at a local level. The development of a national preventive strategy is traced in problem formulations related to “processes” going on in the technosphere: wastes, noise, energy production, traffic, and toxic substances. This period lasted from the mid-1970s to the mid-1980s, and the need for improved resource management as a means to control environmental problems has been a generally accepted idea. However, this does not mean that measures actually taken are sufficient in a material balance perspective. Further, in the 1980s there was a strong emphasis upon processes in the ecosphere. This focus also implies source-related policies. To a certain extent, the remedies are within the scope of national capabilities, but the international dimension is becoming increasingly important. Scientific proofs of resource and environment degradation are essential to induce political action and to stimulate international cooperation. From this study, however, it is not possible to assess the existence of any particular policy-triggering information.