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Teachers' Values and Perspectives From Empowerment Evaluation of Environmental Education in Primary Schools in Southern Mexico
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| Presenter(s):
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| Karla E Atoche-Rodriguez, Deakin University, keat@deakin.edu.au
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| Edith Cisneros-Cohernour, University of Yucatan, Merida, cchacon@uady.mx
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| Maria Dolores Viga De Alva, National Polytechnic Institute, dviga@mda.cinvestav.mx
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| Abstract:
Environmental education (EE) in Mexico claims to enhance a strong relationship between school, home, and communitarian context for transforming current environmental problems that they face. An important step to achieve this purpose, it is the development of a culture of evaluation within EE practice. However, it is not required any evaluation, but it is sought empowerment evaluation which helps to participants understand critically their own represented values in empowerment evaluation, and at the same time, whether those are congruent with values promoted within the development of environmental education. In this sense, this paper addresses values and perspectives emerged from empowerment evaluation of a model in environmental education in Yucatan, Mexico conducted by teachers in primary education. I argue that this presentation is both a collaborative and innovative work because it will allow sharing knowledge in environmental education field and its evaluation practice, coming particularly from the Mexican context.
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Meeting the Challenge of Environmental Education Evaluation
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| Presenter(s):
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| Valerie Williams, University Corporation for Atmospheric Research, vwilliam@ucar.edu
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| Abstract:
The May 2010 issue of Evaluation and Program Planning reflected on the state of evaluation in environmental education and identified some significant challenges. Chief among them are the lack of clear program objectives and an inability to conceptualize how the program works. Both can lead to evaluations that make claims that are difficult to substantiate, such as significant changes in student achievement levels or behavioral changes based on acquisition of knowledge. Though many of these challenges can be addressed by establishing the program theory and developing a logic model, claims of impact on larger societal outcomes are difficult to attribute solely to program activities. Consequently, contribution analysis may be a promising method for conceptualizing and demonstrating the impact environmental education programs have on societal outcomes. In this paper, the author reviews the feasibility of using contribution analysis as a way of evaluating the impact of an environmental science and education program.
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