Dr. David Kopelke PSM

Outdoor & Environmental Education Centre ConferenceGold Coast, 2014

2,200 participants

800 participants

2,400 participants

10th Chinese Society for Environmental Education

Taiwan, November, 2013

• Why attend an WEEC & What did I get out of attending?

• Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context.

• Examine how Boyne Island EEC has responded to these messages through my Doctoral research.

• Provide one mechanism by which you can examine your own centre.

UNEP themesEducation: pillar of ecological transition

Diversity of perspectives on environmental education: A dialogue between current knowledge & disciplines

Promoting Environmental Education & Networking

EventsLaunch of the Greening Universities Toolkit

MESA meeting: Mainstreaming of Environment & Sustainability in African Universities

Disasters, Environment and Risk Reduction workshop(ecoDRR)

Planning for the Future of Education for Sustainable Development

International, Intergenerational, Informal Network of Centers (IIIN)

Bilateral MeetingsUNEP:•Tongji University•Mohamed VI Foundation Environmental Protection

Environmental Education and Training Unit (EETU) & Global Universities Partnership on Environment and Sustainability (GUPES):•Latin America •Africa

• Why attend an WEEC & What did I get out of attending?

• Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context.

• Examine how Boyne Island EEC has responded to these messages through my Doctoral research.

• Provide one mechanism by which you can examine your own centre.

• Environmental education needs to go beyond eco-literacy• More networking is needed• More research needs to be done to inform action,

to allow for evidence-based initiatives

• There appears to be a plurality of approaches, differences of opinion, contentious issues, and possible points of tension amongst participant environmental educators

• What should we be teaching?

• What is the best way we can do this?

• How do we assess our success?

What should we be teaching?

EE ≠ ESD ≠ OE ≠ ESBio-centric Gaia-centric Anthropo-centric Ego-centric

Eco-centric Techno-centric Socio-centric Socio-centric(Wattchow & Brown, 2011)

=EI?

What is the best way we can do this?

Basis of Centre Operations

Children

The researchers found that Centres use all four

dimensions of the productive pedagogies to develop

learning for sustainability. They also identified a fifth

pedagogy or dimension.

This was to distinguish it from the other four dimensions of the productive pedagogies.

*Australian Research Council

Major ARC* research finding about the way we do things

Task 1

Q1 - What are the 4 dimensions that make up the Productive Pedagogies Framework?

Q2 – Who originally developed the Framework?

Q3 – In Queensland, what was the name of the precursor principles to the Productive Pedagogies Framework that first identified the elements of the PPF?

• Intellectual Quality

• Supportive Classroom Environment

• Recognition of Difference

• Connectedness

Newmann, F., & Associates. (1996). Authentic achievement: Restructuring schools for

intellectual quality. San Francisco, CA: Jossey-Bass.

Productive Pedagogies Framework

Principles of Effective Teaching & Learning•Understand the learner

•Understand the learning process

•Provide a supportive & challenging environment

•Establish worthwhile learning partnerships

•Shape & respond to a variety of social & cultural contexts

Studies Directorate, Dept. of Education. 1994

... with Mud

on your nose ...

... and Sand

between your

toes.

5th5thTeaching & Learning for Sustainability

The fifth pedagogy

A creative and A creative and transformative transformative ‘way of working’ ‘way of working’ with sustainability with sustainability in urban, cultural in urban, cultural and natural and natural settings & placessettings & places

... with Mud

on your nose ...

... and Sand

between your

toes.

5th5thTeaching & Learning for Sustainability

The fifth pedagogy

Elements of PlaceElements of Place• Being in the Natural Environment

• Life Learning in Real Places

• Full Sensory, Mind Body Engagement.

• Experiencing Local Contexts &Places

• Learning by Doing

• Adventure and Challenge

Ways of WorkingWays of Working• Deep Reflective Responding

• Attentiveness

• Interpreted Walks & Journeys

• Story

• Creative Response

• Investigations

• Games and Play

What’s different?

The 5th Pedagogy applies the productive pedagogies in real

places with real people to create opportunities for deep transformative learning

Have you read this?

Have you seen this?

• Why attend an WEEC & What did I get out of attending?

• Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context

• Examine how Boyne Island EEC has responded to these messages through my Doctoral research.

• Provide one mechanism by which you can examine your own centre.

... with Mud

on your nose ...

... and Sand

between your

toes.

5th5thThe fifth pedagogy

Teaching & Learning for Sustainability

Task 2

5th5thDraw a simplified diagram to illustrate how your centre implements the Fifth pedagogy

Dimensions of an environmental experience @ BIEEC

SPACESPACE&&

PLACEPLACE

ENGAGEMENTENGAGEMENT&&

PARTICIPATIONPARTICIPATION

RESPONSIVENESSRESPONSIVENESS&&

REFLECTIONREFLECTION

Adam I saw a Macdonald's lid floating in the water coming towards us.

Researcher So why did a McDonald's lid floating make you want to help the

environment?

Adam For the turtles, they like jellyfish, if they eat plastic because they think it

is a jellyfish and they can't get under water, and they can't go under to eat, and may starve to death.

A disorienting dilemma can create a dynamic disequilibrium in relation to a child’s existing ideas and experiences

(Piaget, 1973; Mezirow, 1997; Roberts, 2006; Sill, Harward, & Cooper, 2009)

Disorienting Dilemma

Responsiveness&

Reflection

Space & PlaceEngagement

& Participation

DisorientingDilemma

Pedagogic Approach at BIEEC

Provides the contextfor the experienceSafe spacesout-of-bound Spaces

Places made by adults for children

New, first handexperiences &social interactions

Explore environment& interacts with peers

Engages environment& graduated challenges that can master with peer & teacher support

Causes reassessment of beliefs & attitudes

Participate actively in the construction of their own social situations

Consolidates the Experience

Builds greater levels of environmental andpersonal competence

Capable & competent in constructing their knowledge through everyday participation in social experiences

Pedagogic approach @ BIEEC

SpaceSpace&&

PlacePlace

EngagementEngagement&&

ParticipationParticipation

Disorienting Disorienting DilemmaDilemma

ResponsivenessResponsiveness&&

ReflectionReflection

Child Child engages & engages & participates participates moremore

... with Mud

on your nose ...

... and Sand

between your

toes.

5th5thThe fifth pedagogy

Have FunHave FunGet InvolvedGet InvolvedBe Hands-onBe Hands-onWork with OthersWork with OthersReflect on ExperiencesReflect on ExperiencesShare your IdeasShare your Ideas

Teaching & Learning for Sustainability

• Why attend an WEEC & What did I get out of attending?

• Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context

• Examine how Boyne Island EEC has responded to these messages through my Doctoral research.

• Provide one mechanism by which you can examine your own centre.

How do we measure

our success?

Research MethodsMapping

QuestionnaireLikert-type Scale

PhenomenographyCurriculum Inventory

Participant observationPre & post questionnaires

Semi-structured post-trip interviews

To name just a fewTo name just a few

Michaela T. Zint& Patrick F. Dowd & Beth A. CovittEnhancing environmental educators' evaluation competencies: insights from an examination of the effectiveness of the My Environmental Education Evaluation Resource Assistant (MEERA) website Environmental Education Research(2011), 17:4, 471-497

Efrat Eilam & Tamar Trop ESD Pedagogy: A Guide for the Perplexed

The Journal of Environmental Education(2010), 42:1, 43-64

Amy Bye & Claudy Fox 10 Pain-free Ways to Evaluate Your Education Program

Education Officers, Bristol Zoo Gardens: United Kingdom

Reflexive researching professional

Help construct knowledge about & better articulate ways of – Creating meaningful EE experiences for children visiting your Centre

Research evidence complements anecdotal evidence - Importance of pedagogic principles

More connected knower (Dadds, 2008) -

How we think about children & their experiences

Take workplace role – Access & build theory in relation to your Centre’s everyday activities

Do researchers suffer from aboulia (a lack of will or initiative)?

No pedagogic model can be taken up without understanding the active construction of that world through children's participation

RESEARCH

RESEARCH

Rich data have been gathered by ‘traditional’ methodsHowever

Employ more child-centered research methods

(Corsaro, 2005; Davis, 2003)

• Conduct research from a different epistemological

foundation

• Provides a new lens through which to examine environmental education programs

The experiential approach to learning that occurs in EE centres is based on a constructivist epistemological vision.

This approach is not reflected in the outcome-focused objectivist epistemology of the dominant research literature

More is known about learning outcomes than aboutthan about learning processes (Rickinson, 2001)

These qualitative studies often used questionnaires designed to ascertain the environmental literacy levels of students in what Hart & Nolan (1999, p.7) term quasi-quantitative methods

Task 3

Identify & list 5 important features in the photograph on the sheet you have been given

Task 4

Recall a trip you have made to the beach. Make a drawing to illustrate what were important memories of that trip.

Task 5

Ask the person sitting next to you:•Tell me about your drawing?•Make some notes of what they say•Identify 5 key messages contained in their description

Children’s accounts of their experiences in their designated status as children

are the basis in this approach

At its simplest, interviewing is about

asking questions and getting answers

•The interview is a narrative device

•Interviews are an interactional experience (Baker, 1997)

•Questions cannot be regarded as neutral invitations to speak

•Data generated are a collaborative achievement

DATA ANALYSIS Data are collected and made into text.

Codes are inductively identified in the data.

Codes are transformed into themes.

Text are sorted by these themes.

Patterns identified in sorted text.

Set of generalizations are established from patterns.(Berg, 2001)

... with Mud

on your nose ...

... and Sand

between your

toes.

5th5thThe fifth pedagogy??

Teaching & Learning for Sustainability

The Novice Researcher: Interviewing Young ChildrenSusan Danby, Lynette Ewing and Karen ThorpeQualitative Inquiry 2011 17: 74DOI: 10.1177/1077800410389754

The online version of this article can be found at: http://qix.sagepub.com/content/17/1/74

Listening for Voices of Self: Digital Journaling Among Gifted Young AdolescentsLisette DillonQualitative Research Journal, vol. 10, no. 1, 2010

RMIT Publishing, http://www.rmitpublishing.com.au/qrj.htmlDillon

Trusting children's accounts in researchSue Dockett and Bob PerryJournal of Early Childhood Research 2007 5: 47DOI: 10.1177/1476718X07072152

The online version of this article can be found at: http://ecr.sagepub.com/content/5/1/47

Enhancing environmental educators' evaluation competencies: insights from an examination of the effectiveness of the My Environmental Education Evaluation Resource Assistant (MEERA) websiteMichaela T. Zint, Patrick F. Dowd & Beth A. Covitt Environmental Education Research(2011), 17:4, 471-497

To link to this article: http://dx.doi.org/10.1080/13504622.2011.565117

I would welcome any invitation to visit your centre and assist you to help construct knowledge about creating meaningful EE experiences for children visiting your Centre so that you can measure your success

PS. •There is no charge•Just pay my transport•I am happy to just bunk somewhere

Identify some key messages that came out of conferences that I have attended•What should we be teaching?•What is the best way we can do this?•How do we measure our success?

Examine how Boyne Island EEC has responded to these messages through my Doctoral research.

Provide one mechanism by which you can examine your own centre.

Why attend an WEEC &

What did I get out of attending?

8th World Environmental Education Congress Gothenburg, Sweden. 2015