期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2010
卷号：5
期号：1
页码：3-29
出版社：IJESE
摘要：This study examined the similarities and differences among 171 Grade 7-12 science teach-ers from three different countries (54 U.S, 63 Bolivian, and 54 Turkish) with respect to their attitudes toward environmental education (EE) and instructional practices. The in-strument employed explored how teachers‘ knowledge, instructional practices, decision-making process, and cultural features influenced their EE attitudes and praxis. The instru-ment, which was translated into Spanish and Turkish and then back into English, contained a personal data form that included demographic questions and a three-part questionnaire. Based on the analysis completed, significant differences were found between these three countries with respect to 1) teacher‘s knowledge about global environmental issues, 2) teachers rationales for including environmental education in their science classroom in-struction, and 3) while there were no significant differences in the importance of religion in the teachers lives, there were significant differences in the extent to which teachers reported religion influencing instructional decisions. In addition, there were differences regarding the resources that teachers reported drawing on as they included EE in their classrooms. There were no significant differences found when comparing the three countries with re-spect to extent to which each country reported including technological and/or environmen-tal problems in science classroom instruction. Finally, generally there was agreement re-garding teachers‘ goals and objectives in science classrooms with respect to EE and the most important global environmental problems/threats.
关键词：environmental education; in-service teachers; global environmental issues; international science education; ecosystem
