Environmental Engineering Reference
In-Depth Information
2. Restoration-based education overlaps with other educational approaches and tech-
niques, such as community-based environmental education (Andrews et al. 2002), service
learning (Furco 1996), science education, experiential education, project-based learning,
place-based education, citizen science, educating for sustainability, civic ecology education,
and conservation education, among others. It goes beyond the scope of this chapter to distin-
guish these various terms and fields of study, although this piece draws on several of these terms
and related research as appropriate to expand on our understanding of restoration-based
education.
3. Restoration-based education reflects local, national, and international trends to en-
hance/restore natural areas while actively involving participants in
learning
. Associated terms
and potential areas of overlap include “community gardens” (Ferris, Norman, and Sempik
2001), “naturalization” (Raffan 2000), and “community greening,” to name a few. Specific to
school settings, there are a variety of terms used to describe schoolyard-based landscape trans-
formations, such as “schoolyard greening,” “school ground restoration,” “schoolyard habitat,”
“school ground gardening,” and “outdoor classrooms,” among others. “Green care” and “social
farming” are terms used primarily in European countries and focus on multifunctional aspects
of agriculture, combined with public health and social services, to serve therapeutic, educa-
tional, and employment aspects of social farming. “Ecotherapy” is an umbrella term for various
treatments that include the natural environment for healing and growth, and is considered a
type of applied psychology (Buzzell and Chalquist 2009). Such terms can be viewed as inter-
changeable and/or overlapping in content and process. Likewise, a given green space or garden
might have more than one function, restoration being only one of many options. It goes beyond
the scope of this chapter to attempt to define these terms in detail. Suffice it to say that there is
tremendous interest in offering students and entire communities opportunities to restore native
habitats.
References
Andrews, E., M. Stevens, and G. Wise. 2002. “A Model of Community-Based Environmental
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Academies Press.
Anthonison, E. C. 2005. “Use and Status of Ecological Restorations in Schoolyards in Dane
County, Wisconsin.” Masters thesis, University of Wisconsin-Madison.
Ardoin, N. M. 2006. “Toward an Interdisciplinary Understanding of Place: Lessons for Envi-
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11: 112-26.
Baker, E. L. 1974. “Formative Evaluation of Instruction.” In
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Applications
, edited by W. J. Popham, 533-85. Berkeley, CA: McCutchan Publishing.
Banks, D. L., M. Elser, and C. Saltz. 2005. “Analysis of the K-12 Component of the Central
Arizona-Phoenix Long-Term Ecological Research (CAP LTER) Project 1998 to 2002.”
Environmental Education Research
11 (5): 649-63.
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Ecoliteracy: Mapping the Terrain
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Bell, A. C. 2001. “Engaging Spaces: On School-Based Habitat Restoration.”
Canadian Journal
of Environmental Education
6: 139-54.
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