Environmental Engineering Reference
In-Depth Information
Consider Adult and Youth Learning and Development
When planning RBE programs, educators must consider aspects of human develop-
ment and learning that affect program effectiveness. For example, taking into account
an adolescent's need for social support and autonomy may make opportunities to en-
gage in ecological restoration projects more meaningful and relevant to their lives,
both developmentally and evolutionarily. As Kaplan and Kaplan (2002) write:
“Awareness of youth's sensitivity to autonomy, social concerns and competence needs
are certainly important, but they are not enough. It is essential to take the time and ef-
fort to find out 'where they're at'—what activities in nature would be perceived as
meaningful and satisfying to the potential participants” (252).
This holds true for all learners because we each develop at different rates. In fact,
children learning in various cultures, environments, and social classes will have ac-
cess to different experiences, resources, and teaching, resulting in different compe-
tencies at various times (Hart 1997b; Hart et al. 1997). Sensitivity to these differences
must be accounted for when planning educational experiences. The North American
Association for Environmental Education's (NAAEE)
Excellence in Environmental
Education Guidelines for Learning
(K-12) (revised 2010) provides guidelines to sup-
port quality EE and highlights such considerations as age appropriateness and meet-
ing state standards (see http://www.naaee.org/programs-and-initiatives/guidelines-for
-excellence/materials-guidelines/learner-guidelines). Their
Nonformal Environmen-
tal Education Programs: Guidelines for Excellence
publication offers design sugges-
tions for comprehensive, non-school-based EE programs (see http://www.naaee.org
/programs-and-initiatives/guidelines-for-excellence/materials-guidelines/nonformal
-guidelines).
Ensure Curricular Integration
The Earth Partnership for Schools (EPS) Program (see chap. 25, this volume) chal-
lenges more traditional forms of education and teacher professional development by
encouraging a collaborative interdisciplinary, experiential approach to learning and
teaching while using the natural world as a context for learning. The program em-
phasizes diverse learning styles, particularly by integrating elements of Gardner's
(1993) theory of multiple intelligences. Such interdisciplinary teaching and teacher
collaboration are still relatively new educational approaches for many schools and
continue to be difficult to implement in more traditional, hierarchical school struc-
tures. This type of EE program presents more learner-centered, experiential ap-
proaches to teaching and learning and encourages teachers to infuse EPS activities
throughout the school curriculum.
Throughout the United States, teachers are being asked to expand their repertoire
of professional practices to include more hands-on, student-centered, and experiential
techniques (Zemelman, Daniels, and Hyde 1998). Teachers are also faced with meet-
ing required professional development demands, addressing state learning standards,
raising state test scores specifically in science and math, and incorporating EE in
