2017環(huán)境教育研究與實踐高級培訓班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?)沒有理論指導的 實踐是盲目的實踐！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.研究員（植物園聯(lián)盟理事長/科學院版納熱帶植物園園）2006年開始指導環(huán)境教育研究生并從事環(huán)境教育研究，長期關注國內(nèi)、 國際的環(huán)境教育研究進展。本課程中主要指導學員進行研究設計、數(shù)據(jù)分析。王西敏 副研究員（科學院版納熱帶植物園科學傳播與培訓部部長）上海師范大學兒童文學，威斯康星大學角環(huán)境教育，曾就職于WWF、RARE Conservation,林間最后的小孩審校。張子超 教授（師

11、范大學）師范大學環(huán)境教育研究所教授，前，博士生導師，著名環(huán)境教育學者。在推動從主流教育領域制訂環(huán)境教育的、支持環(huán)境教育學校實踐的發(fā)展、支持環(huán)境教育戶外場所和設施的建設、建立環(huán)境教育的正規(guī)與非正規(guī)教育的關聯(lián)性機制、推動環(huán)境教育在學校教育和戶外環(huán)境教育場所的運行機制等方面，做出執(zhí)行工作。貢獻，并長期投身環(huán)境教育法的推動和法律落實Peter Higgins 教授（英國愛丁堡大學）現(xiàn)任愛丁堡大學人文與科學學院教導，同時在Moray House教育學院教授戶外環(huán)境教育課程，該學院是世界上少數(shù)以“戶外學習”為研究方向， 從事相關實踐和教學的機構。他教授的戶外教育和環(huán)境教育相關課程，吸引了世界各地的學生，目

12、前已指導15位該領域的博士獲得學位。Cedric K W Tan 博士 （英國牛津大學講師）牛津大學Wadham學院及St Catherine's學院講師，教授生物科學相關課程。他本人對于藝術的驅(qū)使他不斷探索科學與藝術相融合的形式，向兒童和非科研烈反響。進行科學傳播的教育工作。目前已在多國開展相關培訓課程，取得熱Kyle W. Tomlinson 研究員（版納熱帶植物園群落與保護組研究組長）從事景觀保護、森林等研究。本課程中主要指導學員進行數(shù)據(jù)分析。吳蒙 （大學在讀博士）畢業(yè)于科學院版納熱帶植物園環(huán)境教育專業(yè)，目前在大學攻讀博士學位。致力于開展環(huán)境教育質(zhì)性研究的理論創(chuàng)新和實踐。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植物園環(huán)境教育“黃浦”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把環(huán)境教育定義為以生物物理 環(huán)境中的持續(xù)體驗以及改進人類自然體驗中的和方面為基礎，通過學習必要的技能并產(chǎn)生與環(huán)境相關的行為和行為變化，最

24、終創(chuàng)造出健康環(huán)境的活動。環(huán)境教育不是一個學科，而是一個領域，需要多學科的交叉了解環(huán)境教育最重要的關切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自然缺乏癥（Nature deficiency di

29、sorder)親生物性與懼生物性（biophilia, biophobia)Eco-literacy (素養(yǎng))Science literacy(科學素養(yǎng)）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幾個需要回答的問題：ü 為什么要做環(huán)境教育？ü “教育”誰？ü 教育什么？ü 誰來做？ü 怎樣有效地開展？為什么要做環(huán)境教育？p 機構的屬性p 實現(xiàn)使命和價值的需要p 強大的需求/環(huán)境教育植物園：保護中心1+1+1+1 >>4綜合保護開展相關教育參與就地保護提供保護相關技術和材料遷地保護強大的需求­ 在現(xiàn)代都市和網(wǎng)絡中成長起來的小孩對自然會有一種莫名其妙的恐懼­ 植物園成為城市小孩接觸自然的唯一場

33、所 (Willison and Greene, 1994)­ “親近自然”是游客的游覽植物園的普遍動機，其次是“放松身心”和“欣賞， 2010）美景” （、誰是對象？ü 入園的游客l 全世界每年大約有超過兩億人參觀游覽植物園(Willison, 2006)ü 所在城市（社區(qū)）的民眾和小孩ü 相關大學學生ü 其它（通過e-visit)教育什么？­ 游客游覽了植物園總體上會得到什么和感悟？­ 植物知識 vs 環(huán)境教育­ 所知道 + 所不知道一個植物園的解說系統(tǒng)，應該讓游客宛若讀了一部小說，通過不同章節(jié)（園區(qū)）的引人入勝

34、地串連，最終表達一個中心思想。教育什么？-版納植物園 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誰來做環(huán)境教育？ü 全職的環(huán)境教育隊伍（生物學背景、教育學背景）ü 兼職的科學家、研究生ü 經(jīng)過培訓的導游、志愿者版納植物園系統(tǒng)üüüüüüüüü&#

36、252;理論指導研究設施維護活動創(chuàng)作培訓講解參與活動新探討反饋游客需求環(huán)境教育（1+3）全職工作人員（15）講解員（60+）多少全職合適？­ 中型植物園：> 5人活動組織主管 1人 園區(qū)講說主管 1人 網(wǎng)絡建設主管 1 人 導游/志愿者主管 1 人­ 大型植物園： > 10人怎樣有效地開展環(huán)境教育工作？建議1：建立完善的園區(qū)解說系統(tǒng)花立方怎樣有效地開展工作？對明、廈門、版納、昆、五個植物園研究表明，館普遍提高游客游覽過程對知識的獲取，部分館還顯著提供游客的游覽滿意度（He &Chen.2013. BiologicalConservation)建議2：有條

37、件可以建設游客（科普館、博物館）怎樣有效地開展工作？版納植物園參與式­ 綠島歷奇­ 大手拉小手項目：魅影夜觀植物園­­ 植物與藝術建議3：開展體驗式、參與式活動怎樣有效地開展工作？­ 提供育、多樣、鮮活的素材和教­ 公眾了解科學，增加對科學的支持建議5：研究型植物園：連接科研到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)怎樣有效地開展工作？建議6：多出、高水平怎樣有效地開展工作？建議7：網(wǎng)絡：具有無限的潛力怎樣有效地開展工作？ü 沒有理論的實際是盲目的實踐ü