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Volume 2 Issue 1 (2007)

Impediments to Environmental Education Instruction in the Classroom: A Post-Workshop Inquiry

Amy T. Parlo & Malcolm B. Butler

pp. 32-37   |  Article Number: ijese.2007.007
Published Online: January 10, 2007

Full text PDF Citation
APA 6th edition
In-text: (Parlo & Butler, 2007)
Your Bibliography: Parlo, A.T. & Butler, M.B. (2007). Impediments to Environmental Education Instruction in the Classroom: A Post-Workshop Inquiry. International Journal of Environmental and Science Education, 2(1), 32-37.
Harvard
In-text: (Parlo and Butler, 2007)
Your Bibliography: Parlo, A. and Butler, M. (2007). Impediments to Environmental Education Instruction in the Classroom: A Post-Workshop Inquiry. International Journal of Environmental and Science Education, 2(1), pp. 32-37.
Chicago 16th edition
In-text: (Parlo and Butler 2007)
Your Bibliography: Parlo, Amy T. and Malcolm B. Butler (2007). "Impediments to Environmental Education Instruction in the Classroom: A Post-Workshop Inquiry". International Journal of Environmental and Science Education 2 (1):32-37.

Abstract

 Current research has begun to reveal a link between environmental education and increases in science achievement and understanding (Glynn 2000; Liederman and Hoody, 1998).  The researchers in this study of participants in a coastal marine teacher workshop found that increases in environmental topics or lessons in teachers’ classrooms post-program were minimal. Several limitations to infusion were revealed, including teachers’ perceived obligation to strictly follow science standards, and an increased emphasis on preparation for standardized tests.  The results suggest that greater emphasis is needed on providing opportunities for participants to make explicit connections with their instruction within the parameters of the science classroom.
 

Keywords: Environmental Education, Professional Development

References