173
• Effective training and professional development to equip teachers with the
knowledge, values, skills and strategies necessary to promote Environmental
Citizenship at the primary school level
• Research on the contextual factors supporting or hindering the Education for
Environmental Citizenship in formal settings
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Abdullah, N. (2015). The existence of alternative framework in students’ scientific imagination on
the concept of matter at submicroscopic level. Macro Imagination, 6(21), 55–65.
Acuna, V. (2015). Environmental citizenship in Chilean school textbooks: A case study on environmental citizenship education in Chilean basic-education textbooks of 2012 (T). University
of British Columbia. Retrieved from https://open.library.ubc.ca/collections/ubctheses/24/
items/1.0166418
Ampuero, D. A., Miranda, C., & Goyen, S. (2015). Positive psychology in education for sustainable development at a primary-education institution. Local Environment, 20(7), 745–763.
Andersen, K. N. (2017). Evaluation of school tasks in the light of sustainability education:
Textbook research in science education in Luxembourgish primary schools. Environmental
Education Research, 24, 1–19.
Baptista, M., Reis, P., & de Andrade, V. (2018). Let’s save the bees! An environmental activism
initiative in elementary school. Visions for Sustainability, 9, 41–48.
Beery, T. H. (2013). Establishing reliability and construct validity for an instrument to measure
environmental connectedness. Environmental Education Research, 19(1), 81–93.
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening.
The Journal of Environmental Education, 40(2), 15–38.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental
Education, 31(1), 15–26.
Cheng, J. C.-H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude
toward nature. Environment and Behavior, 44(1), 31–49.
Christidou, V., Tsevreni, I., Epitropou, M., & Kittas, C. (2013). Exploring primary children’s
views and experiences the school ground: The case of a Greek school. International Journal of
Environmental and Science Education, 8(1), 59–83.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. Hong Kong:
Springer.
Činčera, J., & Mašková, V. (2009). GLOBE v České republice: evaluace programu. Interní dokument. Praha: Sdružení TEREZA.
Cincera, J., Kroufek, R., Simonova, P., Broukal, V., and Skalík, J. (2015, August). Environmental
education research eco-school in kindergartens: The effects, interpretation, and implementation of a pilot program. Environmental Education Research. https://doi.org/10.1080/1350462
2.2015.1076768.
Cincera, J., Pauw, J. B., Goldman, D., Simonova, P., Cincera, J., Pauw, J. B., & Goldman, D.
(2018). Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program. Environmental Education Research, 1–22. https://doi.org/10.1
080/13504622.2018.1506911.
11 Environmental Citizenship in Primary Formal Education
• Effective training and professional development to equip teachers with the
knowledge, values, skills and strategies necessary to promote Environmental
Citizenship at the primary school level
• Research on the contextual factors supporting or hindering the Education for
Environmental Citizenship in formal settings
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Abdullah, N. (2015). The existence of alternative framework in students’ scientific imagination on
the concept of matter at submicroscopic level. Macro Imagination, 6(21), 55–65.
Acuna, V. (2015). Environmental citizenship in Chilean school textbooks: A case study on environmental citizenship education in Chilean basic-education textbooks of 2012 (T). University
of British Columbia. Retrieved from https://open.library.ubc.ca/collections/ubctheses/24/
items/1.0166418
Ampuero, D. A., Miranda, C., & Goyen, S. (2015). Positive psychology in education for sustainable development at a primary-education institution. Local Environment, 20(7), 745–763.
Andersen, K. N. (2017). Evaluation of school tasks in the light of sustainability education:
Textbook research in science education in Luxembourgish primary schools. Environmental
Education Research, 24, 1–19.
Baptista, M., Reis, P., & de Andrade, V. (2018). Let’s save the bees! An environmental activism
initiative in elementary school. Visions for Sustainability, 9, 41–48.
Beery, T. H. (2013). Establishing reliability and construct validity for an instrument to measure
environmental connectedness. Environmental Education Research, 19(1), 81–93.
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening.
The Journal of Environmental Education, 40(2), 15–38.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental
Education, 31(1), 15–26.
Cheng, J. C.-H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude
toward nature. Environment and Behavior, 44(1), 31–49.
Christidou, V., Tsevreni, I., Epitropou, M., & Kittas, C. (2013). Exploring primary children’s
views and experiences the school ground: The case of a Greek school. International Journal of
Environmental and Science Education, 8(1), 59–83.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. Hong Kong:
Springer.
Činčera, J., & Mašková, V. (2009). GLOBE v České republice: evaluace programu. Interní dokument. Praha: Sdružení TEREZA.
Cincera, J., Kroufek, R., Simonova, P., Broukal, V., and Skalík, J. (2015, August). Environmental
education research eco-school in kindergartens: The effects, interpretation, and implementation of a pilot program. Environmental Education Research. https://doi.org/10.1080/1350462
2.2015.1076768.
Cincera, J., Pauw, J. B., Goldman, D., Simonova, P., Cincera, J., Pauw, J. B., & Goldman, D.
(2018). Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program. Environmental Education Research, 1–22. https://doi.org/10.1
080/13504622.2018.1506911.
11 Environmental Citizenship in Primary Formal Education