2017环境教育研究与实践高级培训班introduction for eer p course

1、6thJune, 2013Ministry of Housing and Urban-Rural DevelopmentUnion of Botanical Gardens (CUBG) is jointly sponsored byAcademy of Sciences (CAS), State Forestry Administration, and100 members1152172113441236434525 1552Botanical Gardens and ArboretumsIntroduction to the EER & P course (2017)CHEN Ji

2、nAugust 7, 2017XTBGWHY EER & P Course?­ Needs of environmental education Environmental degradation Urbanization文明（ecologicalexcellence, eco-literacy)­ EDUCATION does not always work­ Knowledge gap (How to conduct a proper EE?)没有理论指导的 实践是盲目的实践！Environmenta wicked problemA wicked pr

3、oblem is a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize.No unique "correct" view of the problem; Different views of the problem and contradictory solutions;Most problems are connected

4、to other problems; Data are often uncertain or missing;Multiple values;Ideological, cultural, economic and political constraints;EE must be part of the toolbox for solving the problemTeaching philosophyWe are going to teach you how to fishing instead of provide you with fishGive a man a fish, and yo

5、u feed him for a day; show him how to catch fish, and you feed him for a lifetimeProf. CHEN Jin：Director of XTBG and CUBGDr. Sophie Williams: Lecturer of Bangor UniversityMr. WANG Ximin：Head of Environmental Education Team of XTResources2013: 31 participants from 19 BGsProf. CHEN Jin：Director of XTB

6、G and CUBGProf. Shaun Russell: Director of the Wales Environment ResearchHubDr. Sophie Williams: Lecturer of Bangor UniversityMr. WANG Ximin：Head of Environmental Education Team of XTBResources2014: 20 participants from 14 BGsParticipants: 28 from24 BGs/Univ/NGOsResource Chen Jin Wang Ximin Rhett Bu

7、tler Bran HowellKyle Tomlinson Richard Corletts:Always, we have EE graduate XTBG staffs CUBG staffs for hel the courses and withParticipants: 27from 22 BGs/Univ/NGOsResource Chen Jin Wang XiminJoe E. Heimlich Scott Loarie Kyle Tomlinsons:Analyzing dataNight HikingFeed-backHow to run the course-Objec

8、tivesTo provide high-quality and relevant training program to those senior environmental education (EE) staffs from­bothBotanical Gardens (BGs) and beyond, inorder to enhance their understanding of the theory andprinciples of EE.To share some examples for the best practice of EE, in order to en

9、hance trainees skills on on-ground EE program design and practice.To provide special training on EE research, in order to enhance trainees understanding about EE research, especially for the evaluation of the EE program.To create and expand the network of EE practitioners through the course, in orde

10、r to share their information, experiences and their passions among those dedicated­­­EE staffs.研究员（植物园联盟理事长/科学院版纳热带植物园园）2006年开始指导环境教育研究生并从事环境教育研究，长期关注国内、 国际的环境教育研究进展。本课程中主要指导学员进行研究设计、数据分析。王西敏 副研究员（科学院版纳热带植物园科学传播与培训部部长）上海师范大学儿童文学，威斯康星大学角环境教育，曾就职于WWF、RARE Conservation,林间最后的小孩审校。张子超 教授（师

11、范大学）师范大学环境教育研究所教授，前，博士生导师，著名环境教育学者。在推动从主流教育领域制订环境教育的、支持环境教育学校实践的发展、支持环境教育户外场所和设施的建设、建立环境教育的正规与非正规教育的关联性机制、推动环境教育在学校教育和户外环境教育场所的运行机制等方面，做出执行工作。贡献，并长期投身环境教育法的推动和法律落实Peter Higgins 教授（英国爱丁堡大学）现任爱丁堡大学人文与科学学院教导，同时在Moray House教育学院教授户外环境教育课程，该学院是世界上少数以“户外学习”为研究方向， 从事相关实践和教学的机构。他教授的户外教育和环境教育相关课程，吸引了世界各地的学生，目

12、前已指导15位该领域的博士获得学位。Cedric K W Tan 博士 （英国牛津大学讲师）牛津大学Wadham学院及St Catherine's学院讲师，教授生物科学相关课程。他本人对于艺术的驱使他不断探索科学与艺术相融合的形式，向儿童和非科研烈反响。进行科学传播的教育工作。目前已在多国开展相关培训课程，取得热Kyle W. Tomlinson 研究员（版纳热带植物园群落与保护组研究组长）从事景观保护、森林等研究。本课程中主要指导学员进行数据分析。吴蒙 （大学在读博士）毕业于科学院版纳热带植物园环境教育专业，目前在大学攻读博士学位。致力于开展环境教育质性研究的理论创新和实践。How

13、to run the course-OutlinesChapter One General IntroductionChapter Three Best practices-EE Tech.Science education and its assessment Climate change education Interpretation in BGsGames for different aged kids EE via internetCitizen scienceWhy EE, why EEREE: progress and challenges EE in BGsEE inChapt

14、er Two Theory and MsSeveral msChapter Four Statistics & ProjectDesignAudience differentiation Formal & in-formal/non-formal educationLink professional topractitionersHow to design EERProject design Basic statistics Advanced statisticsIndependent projectsQutative and Qualitativeresearch in EE

15、Independent project­ Most exciting part and most challenging part­ 2-3 people as a group­ Develop your question and testable hypotheses­ Collecting data forum 3 days­ Analysis data and present the resultsFinal presentation (Conference hall)­ 20 mins presentation for eac

16、h group including discussion(could be in)­ 5 XTBG professors invited as judges at the committee­ Award 1st, 2nd3rdbest presentationsamong the groupsWe have rather attractive prize for the winners!To be the 3 best trainees­ The 3 best trainees will be send to USA for 3 month advanced t

17、raining (co-supported by CUBG and the their BG/ organization)Selection process­ Vote by trainees1/3Vote by resourceFinal presentation 1/3s 1/3Three best participants will go to Chicago for 3 monthsVotes:Votes from classmatesVotes from teachersScores from final independent projectsGo to Chicago!

18、-Morton Arboretum Chicago BGChicago Field MuseumOthers­ Sharing cases by participants 10-mins for each presentation Present a case, other than summary of workDiscussion­ Lead discussion for literature During dinner and lunch time5 mins per paperSign of the successp Every participants get e

19、xtremely exhaustedp (Change) concept and attitude towards EEp Every one know how to conduct EE research Raise questionDevelop hypothesisCollect data Analysis the data and make it publishable植物园环境教育“黄浦”班­In order to guarantee the success­ Extremely concentrating­ Very participatoryWork

20、 very hard­Entertainment­ Welcome dinner­ Arranged barbecue at the mid of the course­ Final Dinner party­ All the resources will staytogether with the course­ Every evening we will have 30 mins discussion for verify the course­ Any comments and suggestions are most

21、 welcomeIt is (Y)our course !Lecture2Why Environmental education?Introduction & concepts2017-8-7,XTBGEnvironmentaleducation:definitionEnvironmental education (EE) refers toorganized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and eco

22、systems to live sustainablyEE history in briefNature study movement 1900s Conservation education 1920-30s Start to be recognized in 1960sA definition of "Environmental Education" first appeared in The Journal of Environmental Education in 1969, authored by William B. Stapp Tbilisi UNESCO-U

23、NEP Intergovernmental Conference on Environmental education (UNESCO 1978)Gough. 2013. The emergence of environmental education research. In: International handbook of research on environmental education. Stevenson et al. eds. p13-27把环境教育定义为以生物物理 环境中的持续体验以及改进人类自然体验中的和方面为基础，通过学习必要的技能并产生与环境相关的行为和行为变化，最

24、终创造出健康环境的活动。环境教育不是一个学科，而是一个领域，需要多学科的交叉了解环境教育最重要的关切EER: definitionEER: Investigations employing systematic methods to study or interpret phenomena. It is data-based and employs valid observations with an intent to generalize results or buildnew ms (Iozzi 1981).Focus on behavior change, especially in

25、theearly researches Multidiscipline Rapid changesCitizen Science (CS) aims to address both scientific and environmental outcomes through enlisting the public in the collection of data, through relatively simple protocols, generally from local habitats over long periods of time (Bonney et al, 2009).S

26、cience Education (SE) focuses primarily on teaching knowledge and skills, to develop innovative thought in society (Wals et al, 2014).Outdoor Education (OE) relies on the assumptionthat learning experiences outdoors in nature foster an appreciation of nature, resulting in pro-environmental awareness

27、 and action (Clarke & Mcphie,2014).Outdoor education means learning "in" and "for" the outdoors.Environmental education vs.Science educationEnvironment friendly citizenEnvironmental ScienceFive keyoutcomesEducationEducationKnowledge about nature Biodiversity science Citizen s

28、cienceScience literacy citizen Knowledge Critical thinking Scientists as careerpursuitEnvironmentalEducationConservation EducationCommu participatory approach for EE but not very much for CEEnvironmental EducationNature (outdoor) EducationSeveral concepts and the definition自然缺乏症（Nature deficiency di

29、sorder)亲生物性与惧生物性（biophilia, biophobia)Eco-literacy (素养)Science literacy(科学素养）Why we need Environmental education?Why BGs need Environmental education?Lecture 3Environmental education in BGs2016-8-1XTBGWhat is botanical gardens (BGs)?Botanic gardens (BGs) are institutions holding documented collectio

30、ns of living plants for the purposes of scientific research, conservation, display and educationBGs: history overviewFirst BG: Padova BG(1545 AD.)-Phase 1: Before Mid 18th Century-Phase 2: Mid 18-Mid 20th- Phase 3: After Mid 20th- Phase 4: After CBDPadova BGthe world's oldest academic botanical

31、garden that is still in its original location.was founded in 1545.The garden, affiliated with the University of Paduacurrently covers roughly 22,000 square meters, and is known for its special collections and historical design.UNESCO World Heritage SiteAfter CBDp Concern of genetic resources: own sh

32、ip and benefit sharingp Recognition of biological invasions几个需要回答的问题：ü 为什么要做环境教育？ü “教育”谁？ü 教育什么？ü 谁来做？ü 怎样有效地开展？为什么要做环境教育？p 机构的属性p 实现使命和价值的需要p 强大的需求/环境教育植物园：保护中心1+1+1+1 >>4综合保护开展相关教育参与就地保护提供保护相关技术和材料迁地保护强大的需求­ 在现代都市和网络中成长起来的小孩对自然会有一种莫名其妙的恐惧­ 植物园成为城市小孩接触自然的唯一场

33、所 (Willison and Greene, 1994)­ “亲近自然”是游客的游览植物园的普遍动机，其次是“放松身心”和“欣赏， 2010）美景” （、谁是对象？ü 入园的游客l 全世界每年大约有超过两亿人参观游览植物园(Willison, 2006)ü 所在城市（社区）的民众和小孩ü 相关大学学生ü 其它（通过e-visit)教育什么？­ 游客游览了植物园总体上会得到什么和感悟？­ 植物知识 vs 环境教育­ 所知道 + 所不知道一个植物园的解说系统，应该让游客宛若读了一部小说，通过不同章节（园区）的引人入胜

34、地串连，最终表达一个中心思想。教育什么？-版纳植物园 Display the beauty, diversity and plantsnovelty of Display and emphasis the complex, finished and fragile interactions among plants and other living organisms and natural conditions Show the excellence and importance of indigenous knowledge and its ecological contexts Valu

35、e scientists spirits of tseeking anddevotion to conservation of plants and environment Show XTBGs mission, version, and findings relevant to science and conservation谁来做环境教育？ü 全职的环境教育队伍（生物学背景、教育学背景）ü 兼职的科学家、研究生ü 经过培训的导游、志愿者版纳植物园系统üüüüüüüüü&#

36、252;理论指导研究设施维护活动创作培训讲解参与活动新探讨反馈游客需求环境教育（1+3）全职工作人员（15）讲解员（60+）多少全职合适？­ 中型植物园：> 5人活动组织主管 1人 园区讲说主管 1人 网络建设主管 1 人 导游/志愿者主管 1 人­ 大型植物园： > 10人怎样有效地开展环境教育工作？建议1：建立完善的园区解说系统花立方怎样有效地开展工作？对明、厦门、版纳、昆、五个植物园研究表明，馆普遍提高游客游览过程对知识的获取，部分馆还显著提供游客的游览满意度（He &Chen.2013. BiologicalConservation)建议2：有条

37、件可以建设游客（科普馆、博物馆）怎样有效地开展工作？版纳植物园参与式­ 绿岛历奇­ 大手拉小手项目：魅影夜观植物园­­ 植物与艺术建议3：开展体验式、参与式活动怎样有效地开展工作？­ 提供育、多样、鲜活的素材和教­ 公众了解科学，增加对科学的支持建议5：研究型植物园：连接科研到Zhang Ling, senior researcher ataXTBG study on Tacca, produce both scientific publications and popular articles for the fascinating

38、 phenomenaInvite kids to be together with real scientists to experience one day/one week real life of being a scientist­ Chuck Cannon, a professor of XTBG was together with middle schoolsJocelyn Behm, a Ph D candidate from UW-Madison, studies frog ecology in XTBG. She meanwhile produce a introductive booklet for public abouttotally 24pecies within XTBG(include picture, voice, ecology and conservation information)怎样有效地开展工作？建议6：多出、高水平怎样有效地开展工作？建议7：网络：具有无限的潜力怎样有效地开展工作？ü 没有理论的实际是盲目的实践ü