Table Of ContentCulture and Environment
Researching Environmental
Learning
Series Editor
David B. Zandvliet (Simon Fraser University, Canada)
VOLUME 4
The titles published in this series are listed at brill.com/rele
Culture and
Environment
Weaving New Connections
Edited by
David Zandvliet
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All chapters in this book have undergone peer review.
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http://catalog.loc.gov
ISSN 2542-9639
ISBN 978-90-04-39667-8 (paperback)
ISBN 978-90-04-39634-0 (hardback)
ISBN 978-90-04-39668-5 (e-book)
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CONTENTS
List of Figures and Tables ix
1. Culture and Environment: Weaving New Connections 1
David B. Zandvliet
Part 1: Research
2. A Methodological Approach to the Study of Environmental
Education through Drawings 15
Antonio Fernández Crispín, Marisela de Niz Robles,
Verónica Ruíz Pérez, Norma A. Hernández and
Javier Benayas del Álamo
3. Paradigms in the Relationship between Human Beings and
Nature in the Andes 41
Germán Vargas Callejas
4. Using a Digital Picture Book to Promote Understanding of
(cid:43)(cid:88)(cid:80)(cid:68)(cid:81)(cid:16)(cid:58)(cid:76)(cid:79)(cid:71)(cid:79)(cid:76)(cid:73)(cid:72)(cid:3)(cid:38)(cid:82)(cid:81)(cid:192)(cid:76)(cid:70)(cid:87)(cid:3) (cid:24)(cid:28)
Shiho Miyake
5. Examining the Role of Indigenous Knowledge in Sustainable Living
in the North Rupununi (Guyana) 75
Paulette Bynoe
6. (cid:43)(cid:82)(cid:90)(cid:3)(cid:48)(cid:68)(cid:81)(cid:92)(cid:3)(cid:37)(cid:88)(cid:87)(cid:87)(cid:72)(cid:85)(cid:192)(cid:76)(cid:72)(cid:86)(cid:3)(cid:58)(cid:76)(cid:79)(cid:79)(cid:3)(cid:47)(cid:82)(cid:86)(cid:72)(cid:3)(cid:55)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:43)(cid:68)(cid:69)(cid:76)(cid:87)(cid:68)(cid:87)(cid:86)(cid:34)(cid:3)
Communicating Biodiversity Research Using the Example
(cid:82)(cid:73)(cid:3)(cid:40)(cid:88)(cid:85)(cid:82)(cid:83)(cid:72)(cid:68)(cid:81)(cid:3)(cid:37)(cid:88)(cid:87)(cid:87)(cid:72)(cid:85)(cid:192)(cid:76)(cid:72)(cid:86)(cid:3) (cid:28)(cid:22)
Karin Ulbrich, Elisabeth Kühn, Oliver Schweiger and Josef Settele
7. The Agroecological Movement in Galicia (Spain) 107
Kylyan M. Bisquert and Pablo Á. Meira
8. The Sacred Sites of Dan Populations in Côte d’Ivoire: Environmental
Conservation Factors 127
Dien Kouaye Olivier
9. From the Bubble to the Forest: Nature School Environmental
Education 139
Barry Wood
v
CONTENTS
10. Developing and Motivating Young Leaders for Sustainability:
A Developmental Framework 163
Patricia Armstrong and Annette Gough
Part 2: Case Studies
11. Teaching Global Indigenous Content to Young Learners 191
Sophia Hunter and Carolynn Beaty
12. Climate Change and Agricultural Production: Hands-on Active
Classroom Learning in Estonia 201
Margit Säre
13. Outdoor Education in the Slovenian School System Supports
Cultural and Environmental Education 209
Darja Skribe Dimec
14. Environmental Power Plant Project: Environmental Education in a
Conservation Area 231
Micheli Kowalczuk Machado, Estevão Brasil Ruas Vernalha and
João Luiz Hoeffel
15. A Pilot Program on Avifauna in French Guiana 249
Judith Priam, Jean-Pierre Avril and Alain Ayong Le Kama
16. Renewable Energies: A Thematic Connection between Subjects 261
Nelson Arias Ávila, Verónica Tricio Gómez, Jessica Mayorga Buchelly
and Jenny Ortega Vásquez
17. The Environmental Sustainability Game 269
Mauricio Guerrero Alarcón, Olivia León Valle and
Alfonso Rivas Cruces
18. Drawing Meaning from Nature: Observation, Symbols and Stories 285
Zuzana Vasko and Robi Smith
19. Youth Engagement for Environmental Education and Sustainable
Lifestyles 305
Brian Olewe Waswala, Otieno Nickson Otieno and
Jared Buoga
20. Case Studies for Maintaining and Enhancing Urban Greenery 319
Kieu Lan Phuong Nguyen, Ho-Wen Chen, Khanh Ly Le and
Xuan Hoan Nguyen
vi
CONTENTS
21. Integrating Teaching and Learning around the Seven Sustainable
Development Goals of the Well-Being of Future Generations
Act 2015 (Wales) 343
Carolyn S. Hayles
22. Sustainable Education: Essential Contributions to a ‘Quadruple Helix’
Interaction and Sustainable Paradigm Shift 367
Dirk Franco, Alain De Vocht, Tom Kuppens, Hilda Martens,
Theo Thewys, Bernard Vanheusden, Marleen Schepers and
Jean Pierre Segers
23. Communicating about Greater Burlington Regional Centre of
Expertise on Education for Sustainable Development (GBRCE)
with Sustainability Stories 395
Thomas R. Hudspeth
24. Ecomuseums in Saskatchewan: Viewing Networks and Partnerships
(cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)(cid:68)(cid:3)(cid:53)(cid:72)(cid:74)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:51)(cid:85)(cid:82)(cid:77)(cid:72)(cid:70)(cid:87)(cid:16)(cid:54)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:47)(cid:72)(cid:81)(cid:86) 407
Adela Tesarek Kincaid, Glenn C. Sutter and Anna M. H. Hall
25. Weaving Traditional Ecological Knowledge into Indigenous
Youth Education: A Case Study in an Indigenous Rice Paddy
Cultural Landscape, Taiwan 425
Kuang-Chung Lee
26. Discovering Nature in the Technological Age 445
Dylan Leech
vii
FIGURES AND TABLES
FIGURES
1.1. Theme of the project 1
2.1. Lowenfeld’s stages in the development of drawing in children 22
2.2. Common elements in the representation of the environment in
different drawings 23
2.3. Representation of the environment in the different drawings 24
2.4. Representation of space in the different drawn subjects 26
2.5. Space representation. Differences between type of school and
gender. U PU = Urban Public school, U PR = Urban Private school,
RI = Rural Indigenous school, B = Boy, G = Girl 27
2.6. Good and bad animals depicted in the drawings of nature:
U PU = Urban Public school, U PR = Urban Private school,
RI = Rural Indigenous school 28
2.7. Diversity Index of animals. Good and bad regarding school and
sex in the drawings of nature. U PU = Urban Public school,
U PR = Urban Private school, RI = Rural Indigenous school 28
2.8. Main good and bad animals depicted in the drawings of nature 29
2.9. Reasons why an animal is good or bad in the drawings of nature 30
2.10. Reasons to consider an animal as good in the drawings of nature.
U PU = Urban Public school, U PR = Urban Private school,
RI = Rural Indigenous school 30
2.11. Reasons to consider an animal as bad in the drawings of nature.
U PU = Urban Public school, U PR = Urban Private school,
RI = Rural Indigenous school 31
2.12. Percentage of neutral or evasive answers in the drawings of nature.
U PU = Urban Public school, U PR = Urban Private school,
RI = Rural Indigenous school 31
2.13. Environmental attitudes by drawing context 33
2.14. Feelings in different contexts by drawing context 34
2.15. Correspondence analysis of attitudes in different contexts 34
3.1. Perception of nature in the Andean world 43
3.2. Seminal thought and natural cycle 45
3.3. Relationship of dialogue between human beings and Nature
in the Andes 49
3.4. Vertical relationship human beings and Nature 51
4.1. The digital picture book 66
4.2. Word categories 70
ix
FIGURES AND TABLES
4.3. Rubric 70
5.1. Map of Guyana showing communities in the Annai District 79
5.2. The importance of indigenous knowledge to sustainable
development 82
6.1. Results of survey 2 and 3. School students were asked
(a) about their attitudes for out-of-classroom learning, and (b) about
their participation in outdoor excursions (natural science subjects).
Participants: 90 school students from 20 schools (28 students
7 to 10 years, 41 students 11 to 14 years, 21 students 15 to 18 years) 98
6.2. Knowledge about butterflies. Sustainability course (n = 18;
n = 14. vs. Control group (n = 15; n = 14). Differences are
significant (t-test) 99
6.3. The educational software SITAS. Butterfly simulation tool 100
7.1. Methodological design 115
7.2. Map of agroecological collective and self-managed projects
in Galicia 117
7.3. Poster of sustainable projects national meetings 118
7.4. Main features of observed projects and processes 122
8.1. Example of sacred natural sites of Dan populations in
Yorodougou 133
8.2. Traces of farming activities in the sacred natural sites
of Yorodougou 135
10.1. Overview of the development framework 169
10.2. Students’ levels of leadership for sustainability for each round
of interviews 171
12.1. “Climate change and agricultural production” class 204
12.2. Student measuring plant’s length and searching the presence of
nodule bacteria 205
12.3. Using a refractometer to measure the sugar levels in the plant 206
13.1. Slovenia’s location on the map of Europe 210
13.2. Endemic olm or proteus (Proteus anguinus) living in karst caves
in Slovenia 212
13.3. Number of implemented Outdoor Schools and
types of Outdoor Schools in Slovenia 219
13.4. Locations of CŠOD centres. Note: CŠOD centres (n.d.) 221
13.5. Model that defines outdoor education
(from Higgins & Loynes, 1997, p. 6) 223
13.6. Activities carried out by students in various CŠOD centres 225
14.1. EPA Bairro da Usina location 239
14.2. Hydroelectric power plant 240
14.3. EPA Represa Bairro da Usina overview 240
15.1. Saint-Laurent-du-Maroni city along the Maroni River, in
French Guiana 250
x
