Umweltbildung im Arrangement unterschiedlicher (didaktischer) Kontexte.

Autor/in	Melzer, Marieluise
Titel	Umweltbildung im Arrangement unterschiedlicher (didaktischer) Kontexte. Paralleltitel: Ecological education in a system of different (didactic) contexts.
Quelle	Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 437-449Verfügbarkeit
Beigaben	Literaturangaben 14; Tabellen 1; Abbildungen 1
Sprache	englisch; deutsche Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehungsziel; Beobachtung; Empirische Untersuchung; Forschung; Varianzanalyse; Bewusstsein; Einstellung (Psy); Verhaltensänderung; Experiment; Datenanalyse; Ökologie; Seminar; Teilnehmer; Außerschulische Jugendbildung; Deutschland; Sachsen
Abstract	This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "Generally speaking the results of research on ecological consciousness are regarded as disappointing. They show the gap between knowledge and action and underline the very limited success of all the continuing efforts in ecological education. Here the question is raised what sense can make the transmission of knowledge alone in the actual debate of sustainability in ecological education. However, as a result of our research, we can state that despite of all discussions about this topic, transmission of information remains, among others, an essential element of self relying action. However its efficiency seems to depend on the structure of the (educational) measure, enabling both orientation to action and previous participation in the stage of planning and considering the interests of the people involved. The objects of our research are several seminars held within the 'Voluntary Ecological Year (VEY)' - an initiative in Germany at the federal level in social and ecological policy. In Saxony the fifth anniversary of this initiative gave the opportunity to validate its efficiency and to draw conclusions concerning the concept of sustainability. The criteria of selection of the participants for the Saxon VEY are first of all their ecological interest. The participants do practical work for one year in one of more than 100 working-places given by 10 different organisations. Moreover, the Saxon law stipulates to give everybody 25 days for seminars in order to exchange experience, new information, and reflection. These measures, together with a pedagogical frame-work elaborated by the federal government in the year 1997/98, can be considered as fundamental structures enabling sustainable ecological education. The essential question in evaluating the seminars was, to which extend this structure is used by the people involved in order to achieve the aims of the VEY. In order to answer to this question and to analyse as adequately as possible the pedagogical field, we used the concept of Triangulation of Methods. In Order to prove the efficiency of the VEY, as far as the central aim of development of ecological conscience among the participants is concerned, we used a mock-experiment. Our premise was that resource-saving actions do not directly grow out of corresponding attitudes, but that teenagers already sensitised for ecological problems are open in a certain social context, for further development of their attitudes and their acting in an ecological context. The results of our research stress the necessity of this kind of ' deepened information' as given by the VEY." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)