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SWOT analysis of education for environmental citizenship - Short israeli Report

Daphne Goldman

  • From
  • 18
  • To
  • over 25

8. Goldman, D. (2019). SWOT analysis of education for environmental citizenship – Short Israeli report. pp. 163-176, In: Hadjichamnbis, A.Ch., Reis, P., & Paraskeva-Hadjichambi, D. (Eds.) European SWOT Analysis on Educations for Environmental Citizenship: ENEC Cost Action Report. Lisbon: Institute o

English

Israel

This is the israeli chapter of the ENEC Cost Action report European SWOT Analysis on Education for Environmental Citizenship. Prior to consolidating the views of seven experts (academics, teachers, government officials, profesisonal in NGOs) in the area of education for the environment in Israel, the chapter provides a frame of the israeli context regarding education for the environment.

Daphne Goldman

  • From
  • 20
  • To
  • over 25

Goldman, D., & Sarid, A. (in press). Connecting Environmental Citizenship and Transformative Leadership as a Foundation for a Dynamic Curricular Approach. In: Haled Arar, Gila Kurtz, Jamal Abu-Hussein and Hana Bar-Ishai (Eds.) Education as a Complex System. Tel Aviv: Pardes, pp. 245-266.

Hebrew

Israel

This manuscript is part of a book in press that looks at education as complext system. This paper presents a model for connecting environmentla citizenship and transformative leadership as a basis for a dynamic approach in curricula.

Environmental Education for Sustainability as Value Education

Daphne Goldman

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  • 20
  • To
  • over 25

Pe'er, S., Yavetz, B. and Goldman, D. (2013). Environmental Education for Sustainability as Values Education - The Challenge for Teacher Educators. Pp. 135-153 in: M. Ben-Peretz, S. Kleeman, R. Reichenberg and S. Shimoni (Eds.) Embracing the Social and the Creative: New Scenarios for Teacher Educati

English

Israel

This chapter is part of a book that looks into challenges regarding the goals of education in order to prepare learners to cope effectively with emerging changes - competences such as critical thinking, problem-solving, creativity and collabroation, which are current goals for enabling lifelong learning.. w Within this context, this chapter, which addresses teachers in general, focuses on environmental and sustainability education (ESE) as education for values - an aspect which situates ESE as education for all and is therefore relevant for all teachers.

Inlfuence of non-formal EE program in junior highschool students' environmentla literacy

Daphne Goldman

  • From
  • 20
  • To
  • over 25

Goldman, D., Ben-Zvi Assaraf, O., & Shaarbani, D. (2013). Influence of a non-formal Environmental Education program on junior high school students' environmental literacy. International Journal of Science Education, 35(3), 515-545.

English

Israel

This manuscript explores, in a pre-test - post-test design, the influence of the 'Green Council Program', which is developed and implemented in schools by The israeli society for the Protection of Nature and is based on principles of nonformal education, on junior highschool students environmental literacy attributes.The research investigted students' EL characteristicS via a combination of qualitative and quantitative tools: the Draw and Environmenta test, the word association procedure and an close- and open ended questionnaiire. The paper leads to recommendations for supplementing the school science curriculum with external, nonformal environmental education enrichment programs.

Daphne Goldman

  • From
  • 20
  • To
  • 25+

Goldman, D., Ben Zvi Assaraf, O., & Shemesh, J. (2014) "Human Nature”: Chemical Engineering students’ ideas about human relationships with the natural world. European Journal of Engineering Education, 39(3), 325-347.

English

Israel

This study looks at ethics and value orientation as a component of sustaibale development. The rationale for this study is grounded in the necessity that today's engineers be equipped with an ecological perspective. The study investigated environmental worldviews of chemical engineering students in Israel implementing Dunlap's NEP questionnaire to which students added written explanations. Findings lead to recommendations for incorporating components of an environmentla perspective within academic preparation of chemical engineers.

Promoting ESE in the ultraorthodox community

Daphne Goldman

  • From
  • 20
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  • over 25

Alkaher, I., Goldman, D., & Sagy, G. (2018) Culturally based education for sustainability – Insights from a pioneering ultraorthodox city in Israel. Sustainability, 10(10), 3721.

English

Israel

This interpretive study ties into sustainability in multicultural contexts. It explored how a pioneering ultraorthodox municipality (local governance) is bringing sustainability and environmental and sustainability education into the ultrorthodox community. The findings indicate several directions for adapting ESE to ultraorthodox values and worldviews, and suggest several principles for incorporating ESE within diverse cultural groups in multicultural societies.

environmentla citizenship of university students reflected in voting decisions and environmentla activism

Daphne Goldman

  • From
  • 22
  • To
  • over 25

Goldman, D., Ayalon, O., Baum, D., & Haham, S. (2015). Major matters: Relationship between academic major and university students’ environmental literacy and citizenship as reflected in their voting decisions and environmental activism. International Journal of Environmental and Science Education, 1

English

Israel

This study explores the relationship between exposure to environmental content during higher education studies and stduents' inclusion of environmentla considerations in political participation as a component of their environmental citizenship. The study led to implications for incorporating sustainability within different academic programs in ways that may be effective in preparing environmentally-responsible graduates and preparing them as influential environmental citizens and professionals in society

green/eco school certification; whole school aaproach to sustainability

Daphne Goldman

  • From
  • 6
  • To
  • 12

Goldman, D., Ayalon, O., Baum, D. & Weiss, B. (2018). Influence of ‘Green School Certification’ on students' environmental literacy and adoption of sustainable practice by schools. Journal of Cleaner Production, 183: 1300-1313.

English

Israel

This study explores the influence of the 'green school certification', as whole school approach to sustainability, on the environmental literacy and citizenship aspects of upper primary students, and on the adption of sustainability as the school culture. The study identified challenges and presents suggestions for increasing the impact of this green school mechanism as a major educational channel for national sustainable development policy in promoting sustainability.

pre-service teachers perceptions of environment

Daphne Goldman

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  • 20
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  • over 25

Yavetz, B., Goldman, D. & Pe'er, S. (2014). How do pre-service teachers perceive 'environment'? Implications for the development of environmental literacy in teacher training. Environmental Education Research, 20(3), 354-371.

English

Israel

The environmental is an ecological, cultural, social and political construct. It is, therefore, worthy to understand how student teachers, as future social change agents, understand the concept of environment and its relation to their area of teaching, This was the focus of this study. The ways in which these pre-service teachers perceive environmenta and its relevance to their area of teaching provides atrting points for incorporating meaningful ESE into to their training studies.

Daphne Goldman; Ariel Sarid

  • From
  • 20
  • To
  • over 25

Developing transformative leadership for sustainability citizenship

Hebrew

Israel

This resource is a syllabus for an academic course directed to student teachers (in the excellence track) who are expected to be educational leaders of social change, and are therefore identified as a target audience for developing educational leadership incorporating social-community involvement. This workshop course enables students to experience and engage in the process of developing and implementing a social-educational initiative in a selected community around an environmental-social challenge identified in this community. The aim of this course is to cultivate educational leaders who are aware of and have the competences required to contribute to promoting environmentla citizenship within the community.