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ED226944.Pdf DOCUMENT RESUME ED 226 944 SE 039 605 AUTHOR Cowan, Margaret E., Ed.; Stapp, William B., Ed. TITLE International Case Studies in Environmental Education. Environmental Education in ActionV. INSTITUTION ERIC Clearinghouse for Science, Mathematics,and Environmental Education, Columbus, Ohio. SPONS AGENCY National Inst. of Education (ED), Washington,DC. PUB DATE Dec 82 CONTRACT 400-78-0004 NOTE 326p. AVAILABLE FROM Information Reference Center (ERIC/IRC), TheOhio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 ($12.50). PUB TYPE Information Analyses ERIC Information Analysis Products (071) -- Reports Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Case Studies; *Community Programs; Conservation (Environment); Conservation Education;Developed Nations; Developing Nations; ElementarySecondary Education; *Environmental Education; *Foreign Countries; Interdisciplinary,Approach; *International Programs; *National Programs; Nonformal Education; Physical Environment; Program Descriptions;Program Development; Science Education ABSTRACT Provided in this document arecase studies of representative and exemplary innovative environmentaleducation programs from various regions of the world (North America, Latin America, Western Europe, EasternEurope, Africa, Asia, and Australia/Oceania). The case studies provideinformation on the environment and environmental problems andconcerns of various countries, insights into that country's attitudetoward the environment and education, and models ofprograms created for that country's situation. Many of them incorporateinternational cooperation or a global perspective. The openingsection provides a philosophical overview of environmental educationand strategies to promote environmental education internationally. Majorsections which follow address multinational, national, community,and single-institution programs. Multinationalprograms are those which involve institutions,'organizations,or governments of more than one country. National programs are singleprograms intended for use throughout a nation. Communityprograms occur in one communitror localized area of a cipntry, and focuson that community's environment. Single-institutionprograms are undertaken at one school, university, or museum. Case studiesare also categorized in a matrix.found in' the introduction to the document.Programs are arranged by world region, target audience,environmental/education -*emphasis, and sponsor in the matrix. (JN) *********************************************************************** * Reproduciions supplied byEDRS are the best that can be made * * from the original document. * ******************a**************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION ED 1CATIONALRESOURCES INFORMATION CENTER (MCI Ms document has heen tehrodUehd roceivea front its the perSon OrOrtIdnItallon nngtrldtIng 1 Minn, CndnqrS n.,,,tt btfo made to fromove feroodu, !fin qualqy Polots of vtew Or opintons'iljted in tins tiOCU merit kin not nncessdnly tnpret,entOffwwl NIE position ,or polq V Selected and Edited by Margaret E. Cowan and William B. Stapp "PERMISSION TO REPRODUCE MATERIALHAS BEE THIS GRANTED BY TO THE EDUCATIONAL INFORMATION RESOURCES CENTER (ERIC)." ENVIRONMENTAL EDUCATION IN ACTION V: INTERNATIONAL CASE STUDIES IN ENVIRONMENTAL EDUCATION kr) . IERICIClearinghouse for Science, Mathematics, 3 and Environmental Education The Ohio §tate University E .fCollege o Education and NINJ School of Natural Resources 1200 Chambers Road, Third,Floor VIreUll Columbus, Ohio 43212 Deeember 19§2 Q ENVIRONMENTAL EDUCATION INFORMATION REPORTS Environmenal Education Iriformation Reportsare issued to analyze and summarize information related to the teachingand learning of enviionmental education. It is hoped that these reviews will provide information for personnel involved in development, ideasfor teachers, and indications of trends in eqvironmental education. Your comments and suggestions for these publicationsare invited. John E. Disinger Associate Director Environmental Education This publication was prepa-ted with funding from the National Institute of Education, U.S. Department of Education under contract no. 400-78-0004. The opinions 4 expressed in this report do not necessarily reflect the positions or policies of NIE or U.S. Department of Education. DEDICATION We would like to dedicate this book to the many practitionersof envitonmental education in the world today who have givenso much of. themselves to help produce an informed, concerned, and activecitizenry. We can move governmentally in environmental affairsas rapidly as we can produce indiViduals who are willing to strive for qualityenvironment, through their political, consumer, and directactions upon the envixonment. Special recognition should be given to the UnitedNations Educational, Scientific, and Cultural Organization (Unesco), the UnitedNations Environment Program (UNEP), the InternationalUnion for Conservation of Nature and Natura). Resotrces OUCN), and other governmentaland non-govepmental organizations that have playedimportant professional roles in promoting environmental education. Many of the case studies SeJected for this book resulted from the effortsof the above organizations. We would also like to express our appreciationto Gloria Stapp andLori Kincaid. We are indebted to Gloria Stapp for assistance inthe production of the book and for the undiminishingsupport she offered us both throughout the process. Lori Kincaid deserves special recognition fo'r handling the correspondency and logistics,and commendation for the dedicated, profeAlional manner With which she carriesout her work. 4 Margaret E. Cowan William B. Stapp December 1982 iii `9, ABOUT THE EDITORS Margaret E.Cowan is Directof of the Marine Education Division ofthe Alaska Sea Grant College Program at the Universityof Alaska, Fairbanks. She has worked in environmental educationas a teacher, naturalist, curriculum writer, consultant, inserviceins1tructor and program director.. These experiences with environmentaled cation programs and curricula have taken her across the UnitedSta es from the,Tlorida Everglades to interior Alaska, and associatedher with school districts; educational-foundations, the federal government and stateenvironmental organizations. She is currently also writing and editing theAlaska Sea Week CurricUlum Guide Series. William B. Stapp is Professor of Natural Resourcesand Chaifperson of the Behavior and Environment Program, School of NaturalResources, The University of Michigan. He served as the first Director of Unesco's International Environmental Education Program,and is past-President of the American Nature Study Society, President-electof the National itssociation of Environmental Education Association,and recent recipient of a Senior Fulbright Fellowship to Australia. His books in the field include: Environment and the Citizen: Opportunities for Effective Action; Environmental Education: Strategies Toward a More Liveable Future; Environmental Education Instructional Materials; 4 Environmental Education Activities Manual; Environmental Education Needs and Priorities: A World Survey; and Integrating Conservation and Outdoor Education into.theCurriculum. iv 7REFACE The papers in this volume were solicited by the editors, based inlarge part on contacts made by Dr. Stapp during his period ofservice as Chief of Unesco'T Environmental Education Unit and subsequentinternational activity over the past decade. An attempt was made to secure studies from a broad spectrum of nations and regions with a wide range of emphases. Most of the papers were written specificallyfor this compendiumon request. This volume is the fifth in ERIC/SMEAC's EnvironmentalEducation in Action series. Earlier volumes include:. Environmental Education in Actian Jj Case Studies of _Selec_ted Public School and Public Action Programs, by Clay Schoenfeldand John Disinger, January 1977; Environmental Education in Action II: Case Studies of Environmental Studies ProRrams in Colleges and Universities Today,by Clay Schoenfeld and John Disinger, February 1978; Environmental Education in Action III: Case Studies of Public Involvement in Environmental Policy, by Clay Schoenfeldand John .Disinger, December 1978; and Environmental Education in Action IV: Case Studies of Teacher Education Programs for Environmental Education; by MaryLynne Bowman and John F. Disinger, December 1980. A sixth entry in the series, Environmental Educationin Action VI: Change Agents in and for Environmental Education, by JohnF. Disinger, is currently in preparation. John F. Disinger Associate Director ERIC/SMEAC December 1982 10 HO IN I IN 0 0 41 Is S p 41 41 41 at 141 IN. 40 IV 1 .___ gliP Ra 0, e).1: i '4) tf .. Q- _____ . - - . IS... tr r s 0. , 4 .. 4./ 0 _ .- 1 ! I .. r ; .. di 1 II % lik. A . 1 . .. e'''.r. ') , 0 _ _ i ..------- ..-,..1.......... * . ..._.,... r: ./,.....- - ..., . ,....,i'ilenk. ) . e....... l ) C.s. , . I .1 . _ ...% .4.-- . ). l .4 / .. % k II . .. - . 4,-- "... ,.. ,,, ( , . T / ., * Y...; . r .. s.r.1 0 . w ., 1.;.w.mi.4wi --J.:' . ----- .., . 't ' , ,,,,,.?......-. 4 . i ts. , ( Geographical Distribution . of the Case Studies r . .. ' -- - - - --- to to tot to a IN III MI IIM t INTRODUCTION Our environment is a rich fabric of interwoventhreads and complex interrelationships, a fascinating. home. Today our relationship with our home is focused on the problems we have imposedon the earth. At its conception, environmental educationwas motivated
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