Framing the Teaching Green Building: Environmental Education through Multiple Channels in the School Environment

Autor/inn/en	Cole, Laura B.; Altenburger, Elke
Titel	Framing the Teaching Green Building: Environmental Education through Multiple Channels in the School Environment
Quelle	In: Environmental Education Research, 25 (2019) 11, S.1654-1673 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cole, Laura B.) ORCID (Altenburger, Elke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1398817
Schlagwörter	Sustainable Development; Conservation (Environment); Photography; Educational Facilities Design; School Culture; Curriculum; Teacher Role; Role Models; Governance; School Construction; Energy Conservation; Transportation; Food; Horticulture; Middle School Students + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Fotografie; Schulkultur; Schulleben; Curricula; Lehrplan; Rahmenplan; Lehrerrolle; Identifikationsfigur; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulbau; Energieerhaltung; Energiespeicherung; Verkehrswesen; Lebensmittel; Gartenbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Teaching Green Buildings (TGBs) are designed to engage building users with the sustainable features of the building and offer unique opportunities to deliver environmental education (EE) through multiple channels. This study examines three case study TGBs across the United States. We present results from a mixed-methods study involving a youth survey (n = 311), youth Photovoice project (n = 29), and focus groups and interviews with adult key informants. We sought to understand how school facility design, school culture, curriculum, and teachers as role models provide multiple channels for EE, with a particular interest in the physical built environment of these three unique schools. Basic green building knowledge and environmentally responsible behaviours were detected at all three schools. We found, however, that two of the case study schools, despite the access to TGBs, were not communicating sustainability through diverse channels, and the EE outcomes for students were disjointed and tepid. The third and most established TGB offered sustainability messaging through numerous channels and the result for students was a more holistic and connected understanding of green buildings within the larger ecological context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01