ERIC EJ994002: A Baseline Study of Ontario Teachers' Views of Environmental and Outdoor Education

2012·0.78 MB·English

by  ERIC

E
ducation for Environment
A Baseline Study of Ontario Teachers’ Views of
Environmental and Outdoor Education
By Erminia Pedretti, Joanne Nazir, Michael Tan, Katherine Bellomo and Gabriel Ayyavoo
The research described in this report came concerned with connecting children to nature
about as a result of several converging by employing experiential strategies to
factors in Ontario: a resurgence of interest immerse them in the natural world, while the
in environmental and outdoor education bioregionalist approach aims at developing
(including outdoor education (OE) people’s relationships with the local or
centres); recent publications supporting regional environment or nature, and fostering
environmental and outdoor education; and a sense of belonging and place. (For a more
curriculum revisions across subject areas detailed discussion of EE currents, see Sauvé,
that include environmental education (EE) 2005).
outcomes.
Over the years, EE and OE have remained
Despite the surge of interest in EE, a variety relatively low status topics in formal
of theoretical perspectives on the subject, education. However, since 2007, a number
and the growing abundance of teaching of reports have been published that have
resources, it is still unclear how EE is resulted in a surge of interest in both areas
being enacted in classrooms. As far back within the province of Ontario. The first,
as 1996, Hart identified the lack of existing Shaping Our Schools, Shaping Our Future:
empirical studies tracking teachers’ views Environmental Education in Ontario Schools1
and pedagogical practices of EE. A search of (Working Group on Environmental Education,
academic literature more than a decade later 2007), identified EE as a key issue in modern
revealed little change. We were unable to societies and recommended its immediate
find any substantial studies mapping Ontario inclusion in all provincial school curricula. In
teachers’ knowledge, views and practice response to this recommendation, the Ontario
of EE or its link to OE. This study was Ministry of Education in 2009 published the
designed in response to this gap, to act as a document Acting Today, Shaping Tomorrow: A
baseline study of environmental and outdoor Policy Framework for Environmental Education
education in Ontario. in Ontario Schools that sought to expand
opportunities and provide support for EE
Environmental and Outdoor Education in schools. Other government and non-
in Ontario governmental organizations have also taken
up the challenge of providing EE by producing
EE and OE have established, linked histories a plethora of resources, ideas and lesson
in Canada (Passmore, 1972). In the year plans for environmental educators to use in
2000, Russell, Bell and Fawcett described classrooms. A third document, Reconnecting
EE in Canada as consisting of a “diversity Children with Nature (Foster & Linney, 2007),
of narratives” (p. 207) with many possible was commissioned by the Council of Outdoor
avenues of practice. Traditional courses, Educators of Ontario (COEO). In addition to
advocacy activities, media programs and promoting OE in general, this latter report
outdoor-/nature-based programs are some emphasizes the link between environmental
of the avenues they identified through which learning and the outdoors:
EE was being enacted across the country.
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Sauvé (2005) reaffirmed this portrait of EE, Early, sequenced and repeated
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avenues of pursuance, by identifying 15 a kinship with nature that can evolve
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T currents or different ways of conceptualising into an informed, proactive and lifelong
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P and practicing EE. Several of Sauvé’s stewardship of our natural environment
currents link learning in the outdoors with (Foster & Linney, 2007, p.53).
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EE. For example, the naturalist current is
Education for Environment
One of the resounding conclusions of this interviews (mainly telephone interviews)
report is that OE centres are important, were conducted with teachers and outdoor
unique venues for providing EE in Ontario. educators from across the province. These
interviews were analyzed for salient
Study Overview categories and themes relevant to OE and
EE using standard qualitative analysis
The study consisted of an online survey procedures. The reporting of direct quotes
followed by a series of in-depth interviews is followed by a pseudonym and subject
with survey respondents who volunteered area, while responses to open-ended survey
for this aspect of data collection. The survey questions are identified by a respondent
was developed over several months by the number.
research team members who read through
the literature and engaged in ongoing There are a few limitations to note about
discussions about the matters most relevant the study. First, although there was a
to the Ontario context. The survey consisted seemingly large response to the survey
of 93 items divided into nine sections: (a) (N=377), the actual responses represent but
demographic information, (b) personal a small proportion of the total number of
beliefs about the environment, (c) classroom Ontario teachers.2 Second, participants in
beliefs about and practices of OE and EE, (d) the study do not constitute a statistically
school context beliefs and practices, (e) gaps representative sample of Ontario teachers
between beliefs and practices, (f) challenges since participation in the survey was self-
to EE/opportunities for professional selecting and voluntary. Based on these two
development, (g) personal beliefs about points, caution is advised regarding the
OE, (h) teachers’ use of OE centres, and (i) extent to which generalizations can be made
an open response section. The majority of to the entire Ontario teaching population.
the questionnaire consisted of five-point Third, the study combines elementary and
Likert-scale responses ranging from strongly secondary data. It is worth noting that the
disagree (1) to strongly agree (5), along with a needs of elementary and secondary teachers
neutral response (3).The final instrument was are often different, as are the contexts in
validated through standard procedures of which they operate. For the purposes of
peer critique and pilot testing with a small this report, the choice was made to present
sample of the intended test population. This a broad picture of the Ontario landscape.
instrument was posted online through a Subsequent reports will provide more fine-
popular survey hosting platform. The call for grained analyses. Furthermore, a complete
participants was widely advertised across reporting of all data is beyond the scope of
Ontario, through established teacher forums, this paper. In spite of these limitations, we
popular teacher magazines and personal believe that our study provides a reasonable
contact lists. The survey remained open for and helpful portrayal of what is going on
response by all teachers of all grade levels for in the province with respect to EE and OE.
eight months between November 2008 and More importantly, our research provided
June 2009. The online platform used to host a forum for teachers’ voices across the
the survey automatically collated the data province. Below we highlight some of the
and generated descriptive statistics. These findings from our study.
descriptive statistics form the basis of the
analysis presented in this paper. Study Participants
As part of the open response section, survey Of the 377 respondents to the survey, S
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respondents were invited to volunteer for 69% identified themselves as female. The A
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an in-depth interview, intended to allow majority of respondents possessed both
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them to expand on answers given in the an undergraduate degree (81.6%) and a T
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survey and provide opportunities for the Bachelor of Education degree (82.2%). A
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emergence of ideas that may not have been significant minority possessed a graduate
anticipated by the instrument. Twenty-four degree: 27.1% at the master’s level and 5
Education for Environment
2.8% at the doctorate level. In terms of age, The survey was open province wide but
the majority of the respondents (60.1%) 36.3% of the responses came from the City
were between 31 and 50 years old. Many of Toronto (not surprising since Toronto has
were experienced teachers, with 56.5% approximately 42% of Ontario’s population).
reporting more than ten years’ teaching Responses came from 43 different cities
experience, and 25% reporting five to ten and towns in Ontario, including Barrie,
years’ teaching experience. Only 18.5% of the Brampton, Cambridge, Dryden, Guelph,
respondents were beginning teachers with Kingston, London, North Bay, Oshawa,
less than five years’ teaching experience. Orillia, Pembroke, Port Colborne, Sarnia,
Table 1: Teachers’ Beliefs and Practices
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Education for Environment
Temiskaming Shores, Timmins, Welland and variable frequency, with only 47% percent
Woodstock. Overall, 58% of the respondents reporting that EE occurs at least once a week
identified their school as urban. Sixty-eight in their classrooms.
percent of the respondents worked within
public English school systems, 23.3 % The study data also indicates that
within Catholic English schools and 5.2% respondents have many ideas about the
in independent schools. A slightly greater ideal nature of EE and how it should be
proportion of secondary level teachers (54%) practiced in schools. Table 1 demonstrates
chose to respond to the survey than those at some of these beliefs. Most conspicuously,
the elementary level (46%). teachers surveyed believe that, in classrooms,
teachers should advocate a particular stand
Teachers’ Beliefs and Practices with respect to environment (3.43); EE
should include social justice (4.20) and action
Table 1 summarises respondents’ main components (4.36); and outdoor education
beliefs and practices with respect to the is an essential component of EE (4.46). OE is
environment, EE and OE. From these results viewed as necessary for connecting children
it is clear that respondents hold decisive to the natural environment (4.58); and
opinions about the issues under study. helping students to understand the role of
nature in their lives (4.58).
Notably, the teachers surveyed possess
an urgent sense that the environment is Participants passionately expanded on their
deteriorating, and are of the opinion that beliefs in their open ended comments and
multi-level action is needed to address interviews. For example,
the problem. Overwhelmingly, study
participants consider themselves allies of This [the environment] is the most
environmental causes (rating average= 4.29) important issue of the coming
and agree that EE is a high status topic for century. Though I’m concerned about
them personally (4.09). They also believe desensitization through repetition and
they are doing a good job at implementing hypocrisy (Respondent 330).
EE in their individual classrooms (3.54),
specifically reporting fair levels of success . . . to me, the most important part of
in getting students interested in the global environmental education is developing
(3.40) and local (3.55) environment. Figure 1 students with the skills so that they
provides more detailed information on the do something as they get older to help
self reported frequency of EE in classrooms. improve the environment or work with
It shows that 92% of the respondents engage the environment, or be aware of the
in some form of EE in their normal teaching environment (Interview with Julian,
pppprrrraaaaccccttttiiiicccceeee.... HHHHoooowwwweeeevvvveeeerrrr,,,, tttthhhhiiiissss eeeennnnggggaaaaggggeeeemmmmeeeennnntttt iiiissss ooooffff Geography Teacher).
I believe that if the teacher feels
passionate about environmental issues
s/he can pass on their sentiments to
their students. As a holistic educator
I believe in transformational learning.
Through their learning experiences
students need to be transformed into
better human beings who can be S
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stewards of the environment. Through A
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my involvement in environmental
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committees, I have provided T
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opportunities for students to become
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sensitized to environmental issues
Figure 1: The Frequency of Environmental (Respondent 123). 7
Education in Classrooms
Education for Environment
Based on the results reported above, it is disenchantment and disempowerment.
reasonable to infer that the study participants According to one interviewee,
support the inclusion of EE in schools. On
the issue of who should be responsible for I find many of the staff at the school
teaching it, 60% of educators felt that EE is where I work, don’t really seem to
a cross-curricular component and thus the care very much about environmental
responsibility of all teachers, not the domain issues. And they are not role modeling,
of a subject specialist or a standalone course because they don’t care; they’re not
(see Figure 2). Interestingly, of the 5% who really very good role models to the
felt that EE should be taught through a students. I still see teachers throwing
subject, science and geography were the most pop cans in the garbage and not
common choices. recycling their paper. . . . With my
green team I’ve put reuse boxes for
paper that’s only been used on one
side pretty much in every classroom
and every office space in the school.
But I can’t convince people to use one-
sided paper in their printers. I feel that
I’m the only one that goes collecting
one-sided paper for my printer. I don’t
have a lot of support at my school from
the other staff. So that’s hard, because
you feel you’re one person against
everybody and trying to change
people’s views (Interview with Flora,
Teacher/Former Outdoor Educator).
Additional studies need to be done to verify
Figure 2: Who Should Be Responsible for this phenomenon. However, if it is true that
Environmental Education? environmental educators are perceived
as a marginal group, a possible direction
Tensions and Opportunities for professional development would be
to support and nurture them, perhaps
In addition to clear positive indicators by increasing the number of networking
supporting the viability of EE and OE for opportunities, action research projects or
schools, the study data also revealed tensions other forums known to bring educators
and possible opportunities for intervention together and assist in building strong
concerning these issues. Four of these are communities of practice.
highlighted below:
More Basic Environmental Education for
Environmental Educators: A Marginalised Teachers
Minority
Across the study a number of items were
While study participants were confident included to investigate the barriers to
in their support for environmental and effective EE and OE. Participant responses
outdoor education, they were equally certain indicated the perennial challenges that
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Y that in schools they exist as a marginalised educators generally face: an overcrowded
A minority, that is, many of their colleagues do curriculum, lack of curriculum resources,
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not support EE. Their responses converged and difficulties in aligning EE with
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T around the opinion that they are commonly existing official expectations. However,
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P caricatured as “weird, tree hugging idealists” one set of results that were particularly
by students and fellow teachers. For many, noteworthy, and offered a possible entry
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this unflattering portrait is a source of point for intervention, came from an item
Education for Environment
designed to explore the sources of teachers’ strategies about environmental issues
environmental knowledge: as shown in and education. Faculties of education and
Figure 3, a majority of participants (over teacher professional development bodies
75%) attributed their EE to personal studies may consider supplementing their programs
rather than professional development and expanding opportunities for EE in their
sources. Indeed, professional teacher offerings in the light of these results.
education opportunities, such as Additional The Gap Between Beliefs and Practices
Qualification (AQ) courses and Preservice A section of the survey was dedicated to
courses, were cited by only 10–12% of exploring the relationship between teachers’
respondents as a source of EE. ideal beliefs about EE and their practices
in classrooms. The results revealed a clear
Teachers’ disappointment with current gap between what respondents believe EE
professional educational opportunities should be and what it is in actuality. Figure 4
for EE was further indicated by their illustrates the gap.
response to a survey item that asked them
to identify topics in
which they needed
additional education.
A wide range of
topics received
high positive
rating averages,
including content
knowledge (3.78),
pedagogical
strategies (3.96),
assessment
techniques (3.71),
curriculum
development Figure 3: Sources of Teachers’
(4.09) and the use of OE facilities (3.97). Environmental Education
When asked about the kinds of professional
development they would like to see, 30% of From the graphic, it is clear that teachers
respondents chose “time at school to plan have higher expectations for EE than what
with colleagues;” 38% wanted a “full day usually occurs in classrooms. It is also
in-service workshop;” 21% indicated they clear that, while raising student awareness
would like an opportunity to “visit an OE about the environment is important,
centre;” and 11% chose “action research.” teachers also believe that other aspects—
such as critical thinking, the influence of
Our results suggest that teachers who are technology, the effect of global trade flows
passionate about the environment generally and environmental activism—should receive
believe they are acting in isolation, and greater emphasis in practice.
primarily use personal knowledge to
provide EE. They believe they are doing their The existence of gaps between what teachers
best in the face of very little professional believe and what they do in practice is not,
support. However, they seem to hunger in itself, surprising; the existence of theory–
for appropriate educational opportunities practice gaps is well established in education S
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that allow them to grow in their knowledge research literature about teacher praxis. A
and practice of EE. Going further, these Understanding why specific gaps exist is W
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results may also indicate one reason why necessary to suggest how they might be T
EE is not more widely practiced in formal bridged. The nature of the gaps identified in A
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education. Many teachers may simply this study indicates, among other things, the
lack basic knowledge and/or pedagogical complex nature of EE. Teachers’ visions of 9
Education for Environment
EE often involve complex and controversial day, or learning the names of plants, or
components. For example, incorporating growing a garden and watching things
activism in classrooms is a compelling idea, change, or looking at animals. Just
but achieving it within the confines of the sort of giving them that experience,
outdoors. And
helping them
understand a
bit about their
relationship with
nature, like for
instance, a food
web, or an energy
pyramid (Interview
with Allison,
Kindergarten
teacher).
However despite
enthusiastic support
for the connection
between OE and EE,
52% of respondents
indicated that they do
not make use of visits
Figure 4: The Nature of Environmental Education in Schools to OE centres in their
teaching. When asked
traditional classroom is a conundrum well- to account for this discrepancy, teachers
established in existing educational literature identified the lack of access to outdoor
(e.g., Alsop & Bencze, 2010; Roth & Calabrese facilities and lack of professional knowledge
Barton, 2004; Pedretti et al., 2008). Additional about OE as major barriers to their use of OE
work is needed to explore these gaps in more centres. For example,
detail and to assist teachers in developing
practical pedagogical strategies to bridge Teachers could be more encouraged
them. and trained on how to bring students
outside for lessons in and about their
The Link Between Environmental and Outdoor communities. Outdoor education
Education centres are wonderful additions
to the classroom education, but
As discussed earlier, survey respondents environmental issues need to be an
believe there is a strong link between OE everyday issue in the lives of students
and EE (see Table 1). In addition to the and teachers. Outdoor centres isolate
statistical data summarized in Table 1, in- outdoor education to one or two
depth interviews provided considerable special days a year and this isn’t
evidence to support this link. According to enough to have a significant impact
one teacher, (Respondent 11).
S I think part of environmental education A search of the existing academic literature
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nature. Having them understand that the benefits of OE, especially the work done
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it’s a place where they can have fun, often ambivalent, viewing OE centres as
10 outside, enjoying the shade on a hot quaint but expendable facilities in times of
Education for Environment
organizational strain. In contrast, the results with pedagogical strategies for intrinsic
reported above suggest the existence of an components of EE, paying particular
essential role for OE centres and the need attention to, for example, developing the
for further investigation into the connections necessary skills in decision making, critical
between OE in general and EE. Such work thinking, action, and outdoor pedagogy.
may further corroborate the need for greater
collaboration between outdoor and indoor Third, our study suggests that much
educators and an expansion of existing stronger links between EE and OE would
OE opportunities for schools as part of the be beneficial. This could take many forms:
overarching future development of EE. working together in Professional Learning
Communities that have diverse membership
Implications and Conclusions (i.e., teachers, environmental specialists,
outdoor educators); providing teachers
This study sought to establish a baseline of with opportunities to visit OE as part of
Ontario teachers’ beliefs and practices with professional development; and providing
respect to EE and OE. Overall, it is extremely students with ongoing opportunities to
heartening that there exists a dedicated core attend OE centres while in elementary and
of teachers who are passionate about EE and secondary schooling.
recognise its link to OE. However, a number
of implications emerged from this study that Fourth, EE and OE need to be an important
warrant further consideration. component of pre-service education
programs. Again, there are many ways in
First, there is a need for more research of this which this can be accomplished (and in
type, especially exploring the gaps between some faculties of education, some of these
teachers’ beliefs and practices in EE and OE. strategies are already in place): lobbying
For example, detailed studies are needed of for EE as a teachable subject; integrating
why teachers do not include action or agency EE across all subjects in elementary and
more frequently in their lessons when they secondary programs in a coherent way;
clearly believe it to be a vital part of EE. and offering environmental studies courses
More studies are also needed to explore the that are intense in content and pedagogy.
barriers to the use of outdoor centres since The question of whether EE should be a
teachers believe outdoor experiences are stand-alone subject or integrated across the
intrinsic to environmental learning. Ideally curriculum is still open to debate, although
such research should go beyond explaining 60% of respondents in this study agree that
the gaps, seeking instead to bridge them in EE should be the responsibility of all teachers
ways that are realistic, praxis oriented and across the curriculum.
relevant to teachers.
What seems clear is that many teachers who
Second, there is a pressing need for more are committed to EE have their own ideas
professional education opportunities about it. Although some ready-made plans
for teachers in the areas of EE and OE. and kits exist to assist teachers, they may
The analyses indicate that most of the not fully take into account teachers’ ideas or
respondents’ knowledge in these domains the practical realities of schooling. As such,
comes from personal studies/interest. rather than providing more tailor-made
Furthermore, the data suggests that various resources, those interested in promoting
types of educational interventions may be EE should consider supporting research
necessary for different groups of educators; and educational opportunities to nurture S
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those who are not particularly committed the development of strong communities A
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to EE or OE will have different needs from of environmental educators in schools.
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those who are committed but need help Teachers indicated that time in schools to T
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in deepening their understanding and work with colleagues and opportunities to
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practice of EE and OE. For many teachers, develop curriculum are sorely lacking. If
opportunities are needed to come up we are indeed to make significant strides 11
Education for Environment
in EE, then we must provide teachers with Pedretti, E., Bencze, L., Hewitt, J., Romkey,
more opportunities to work in collegial L, & Jivraj, A. (2008). Promoting
communities, develop curriculum, and issues-based STSE perspectives in
examine practice. science teacher education: Problems
of identity and ideology. Science and
Notes Education, 17(8/9), 941–960.
1 This report is commonly referred to as “The Roth, W.M., & Calabrese Barton, A. (2004).
Bondar Report.” Rethinking scientific literacy. New
York: Routledge Falmer.
2 For 2008–2009, the Ontario Ministry
of Education reported that there were Russell, C., Bell, A.C., & Fawcett, L. (2000).
114,872.91 full-time equivalent (FTE) teachers Navigating the waters of Canadian
working in Ontario. environmental education. In T.
Goldstein & D. Selby (Eds.), Weaving
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Foster, A., & Linney, G. (2007). Reconnecting 11–37.
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our future: Environmental education
Hart, P. (1996). Problematizing enquiry in in Ontario schools. Ottawa: Queen’s
environmental education: Issues Printer Ontario.
of method in a study of teacher
thinking and practice. Canadian Acknowledgements
Journal of Environmental Education, 1,
56–88. The authors would like to thank all the
educators who participated in the survey
Ontario Ministry of Education (2011). and volunteered to be interviewed. Without
Education facts: Schools and school their passion and commitment this project
boards. Retrieved from http://www. would not have been possible. We are also
edu.gov.on.ca/eng/educationFacts. grateful to Social Sciences and Humanities
html Research Council Grant #482799 for funding
this work.
Ontario Ministry of Education (2009). Acting
today, shaping tomorrow: A policy
framework for environmental education Erminia Pedretti, PhD, is a professor of science
in Ontario Schools. Ottawa: Queen’s education at OISE, University of Toronto. Joanne
Printer Ontario. Nazir, Michael Tan, Katherine Bellomo and
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Gabriel Ayyavoo are PhD candidates at OISE,
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