Dr. David Kopelke PSM Outdoor & Environmental Education Centre Conference Gold Coast, 2014

1. Dr. David Kopelke PSM Outdoor & Environmental Education Centre Conference Gold Coast, 2014

3. 2,400 participants 10th Chinese Society for Environmental Education Taiwan, November, 2013 800 participants 2,200 participants

5. Why attend an WEEC & What did I get out of attending? • Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context. • Examine how Boyne Island EEC has responded to these messages through my Doctoral research. • Provide one mechanism by which you can examine your own centre.

6. UNEP themes • Education: pillar of ecological transition • Diversity of perspectives on environmental education: • A dialogue between current knowledge & disciplines • Promoting Environmental Education & Networking • Events • Launch of the Greening Universities Toolkit • MESA meeting: Mainstreaming of Environment & • Sustainability in African Universities • Disasters, Environment and Risk Reduction workshop • (ecoDRR) • Planning for the Future of Education for Sustainable • Development • International, Intergenerational, Informal Network of • Centers (IIIN) • Bilateral Meetings • UNEP: • Tongji University • Mohamed VI Foundation Environmental Protection • Environmental Education and Training Unit (EETU) & Global Universities Partnership on Environment and Sustainability (GUPES): • Latin America • Africa

8. Why attend an WEEC & What did I get out of attending? • Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context. • Examine how Boyne Island EEC has responded to these messages through my Doctoral research. • Provide one mechanism by which you can examine your own centre.

9. Environmental education needs to go beyond eco-literacy • More networking is needed • More research needs to be done to inform action, to allow for evidence-based initiatives • There appears to be a plurality of approaches, differences of opinion, contentious issues, and possible points of tension amongst participant environmental educators • What should we be teaching? • What is the best way we can do this? • How do we assess our success?

10. What should we be teaching?

11. =EI? EE ≠ESD≠OE≠ES Bio-centricGaia-centricAnthropo-centricEgo-centric Eco-centricTechno-centric Socio-centric Socio-centric (Wattchow & Brown, 2011) SCIENCE LITERACY NUMERACY GEOGRAPHY

12. What is the best way we can do this?

13. Basis of Centre Operations Environmental & Educational Outcomes Children

14. Major ARC* research finding about the way we do things The researchers found that Centres use all four dimensions of the productive pedagogies to develop learning for sustainability. They also identified a fifth pedagogy or dimension. This was to distinguish it from the other four dimensions of the productive pedagogies. *Australian Research Council

15. Task 1 Q1 - What are the 4 dimensions that make up the Productive Pedagogies Framework? Q2 – Who originally developed the Framework? Q3 – In Queensland, what was the name of the precursor principles to the Productive Pedagogies Framework that first identified the elements of the PPF?

16. Productive Pedagogies Framework Intellectual Quality Supportive Classroom Environment Recognition of Difference Connectedness Newmann, F., & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco, CA: Jossey-Bass.

17. Principles of Effective Teaching & Learning • Understand the learner • Understand the learning process • Provide a supportive & challenging environment • Establish worthwhile learning partnerships • Shape & respond to a variety of social & cultural contexts Studies Directorate, Dept. of Education. 1994

18. Teaching & Learning for Sustainability 5th A creative and transformative ‘way of working’ with sustainability in urban, cultural and natural settings & places ... with Mud on your nose ... The fifth pedagogy ... and Sand between your toes.

19. Teaching & Learning for Sustainability • Elements of Place • Being in the Natural Environment • Life Learning in Real Places • Full Sensory, Mind Body Engagement. • Experiencing Local Contexts &Places • Learning by Doing • Adventure and Challenge 5th • Ways of Working • Deep Reflective Responding • Attentiveness • Interpreted Walks & Journeys • Story • Creative Response • Investigations • Games and Play ... with Mud on your nose ... The fifth pedagogy ... and Sand between your toes.

20. What’s different? The 5th Pedagogy applies the productive pedagogies in real places with real people to create opportunities for deep transformative learning

21. Have you read this? Have you seen this?

22. Why attend an WEEC & What did I get out of attending? • Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context • Examine how Boyne Island EEC has responded to these messages through my Doctoral research. • Provide one mechanism by which you can examine your own centre.

23. Teaching & Learning for Sustainability 5th Take the 5th The Boyne Way ... with Mud on your nose ... The fifth pedagogy ... and Sand between your toes.

24. Task 2 Draw a simplified diagram to illustrate how your centre implements the Fifth pedagogy 5th

25. Dimensions of an environmental experience @ BIEEC RESPONSIVENESS & REFLECTION ENGAGEMENT & PARTICIPATION SPACE & PLACE

26. Adam I saw a Macdonald's lid floating in the water coming towards us. ResearcherSo why did a McDonald's lid floating make you want to help the environment? AdamFor the turtles, they like jellyfish, if they eat plastic because they think it is a jellyfish and they can't get under water, and they can't go under to eat, and may starve to death. A disorienting dilemma can create a dynamic disequilibrium in relation to a child’s existing ideas and experiences (Piaget, 1973; Mezirow, 1997; Roberts, 2006; Sill, Harward, & Cooper, 2009) Disorienting Dilemma

27. Pedagogic Approach at BIEEC Space & Place Engagement & Participation Responsiveness & Reflection Disorienting Dilemma Provides the context for the experience Safe spaces out-of-bound Spaces Places made by adults for children New, first hand experiences & social interactions Explore environment & interacts with peers Engages environment & graduated challenges that can master with peer & teacher support Causes reassessment of beliefs & attitudes Participate actively in the construction of their own social situations Consolidates the Experience Builds greater levels of environmental and personal competence Capable & competent in constructing their knowledge through everyday participation in social experiences

28. Pedagogic approach @ BIEEC Space & Place Engagement & Participation Responsiveness & Reflection Disorienting Dilemma Child engages & participates more

29. Teaching & Learning for Sustainability Take the 5th The Boyne Way 5th Have Fun Get Involved Be Hands-on Work with Others Reflect on Experiences Share your Ideas ... with Mud on your nose ... The fifth pedagogy ... and Sand between your toes.

30. Why attend an WEEC & What did I get out of attending? • Identify key messages that came out of conferences that I have attended AND Consider these in a Queensland context • Examine how Boyne Island EEC has responded to these messages through my Doctoral research. • Provide one mechanism by which you can examine your own centre.

31. How do we measure our success?

32. Research Methods Mapping Questionnaire Likert-type Scale Phenomenography Curriculum Inventory Participant observation Pre & post questionnaires Semi-structured post-trip interviews To name just a few

33. Michaela T. Zint & Patrick F. Dowd & Beth A. Covitt Enhancing environmental educators' evaluation competencies: insights from an examination of the effectiveness of the My Environmental Education Evaluation Resource Assistant (MEERA) website Environmental Education Research(2011), 17:4, 471-497 Efrat Eilam & Tamar Trop ESD Pedagogy: A Guide for the Perplexed The Journal of Environmental Education(2010), 42:1, 43-64 Amy Bye & Claudy Fox 10 Pain-free Ways to Evaluate Your Education Program Education Officers, Bristol Zoo Gardens: United Kingdom

34. Reflexive researching professional Help construct knowledge about & better articulate ways of – Creating meaningful EE experiences for children visiting your Centre Research evidence complements anecdotal evidence - Importance of pedagogic principles More connected knower (Dadds, 2008) - How we think about children & their experiences Take workplace role – Access & build theory in relation to your Centre’s everyday activities Do researchers suffer from aboulia (a lack of will or initiative)? No pedagogic model can be taken up without understanding the active construction of that world through children's participation

35. Educational & Pro-environmental Outcomes Environmental Centre Experience Children RESEARCH Educational & Pro-environmental Outcomes Environmental Centre Experience Children RESEARCH

36. Rich data have been gathered by ‘traditional’ methods However Employ more child-centered research methods (Corsaro, 2005; Davis, 2003) • Conduct research from a different epistemological foundation • Provides a new lens through which to examine environmental education programs

37. The experiential approach to learning that occurs in EE centres is based on a constructivist epistemological vision. This approach is not reflected in the outcome-focused objectivist epistemology of the dominant research literature More is known about learning outcomes than about learning processes (Rickinson, 2001) These qualitative studies often used questionnaires designed to ascertain the environmental literacy levels of students in what Hart & Nolan (1999, p.7) term quasi-quantitative methods

38. Task 3 Identify & list 5 important features in the photograph on the sheet you have been given

39. Task 4 Recall a trip you have made to the beach. Make a drawing to illustrate what were important memories of that trip.

40. Task 5 • Ask the person sitting next to you: • Tell me about your drawing? • Make some notes of what they say • Identify 5 key messages contained in their description

41. Children’s accounts of their experiences in their designated status as children are the basis in this approach

42. At its simplest, interviewing is about asking questions and getting answers • The interview is a narrative device • Interviews are an interactional experience (Baker, 1997) • Questions cannot be regarded as neutral invitations to speak • Data generated are a collaborative achievement

43. DATA ANALYSIS • Data are collected and made into text. • Codes are inductively identified in the data. • Codes are transformed into themes. • Text are sorted by these themes. • Patterns identified in sorted text. • Set of generalizations are established from patterns. (Berg, 2001)

44. Teaching & Learning for Sustainability Take the 5th Your Centre’s Way 5th ? ... with Mud on your nose ... The fifth pedagogy ... and Sand between your toes.

45. The Novice Researcher: Interviewing Young Children Susan Danby, Lynette Ewing and Karen Thorpe Qualitative Inquiry 2011 17: 74 DOI: 10.1177/1077800410389754 The online version of this article can be found at: http://qix.sagepub.com/content/17/1/74 Listening for Voices of Self: Digital Journaling Among Gifted Young Adolescents Lisette Dillon Qualitative Research Journal, vol. 10, no. 1, 2010 RMIT Publishing, http://www.rmitpublishing.com.au/qrj.htmlDillon Trusting children's accounts in research Sue Dockett and Bob Perry Journal of Early Childhood Research 2007 5: 47 DOI: 10.1177/1476718X07072152 The online version of this article can be found at: http://ecr.sagepub.com/content/5/1/47 Enhancing environmental educators' evaluation competencies: insights from an examination of the effectiveness of the My Environmental Education Evaluation Resource Assistant (MEERA) website Michaela T. Zint, Patrick F. Dowd & Beth A. Covitt Environmental Education Research(2011), 17:4, 471-497 To link to this article: http://dx.doi.org/10.1080/13504622.2011.565117

46. I would welcome any invitation to visit your centre and assist you to help construct knowledge about creating meaningful EE experiences for children visiting your Centre so that you can measure your success • PS. • There is no charge • Just pay my transport • I am happy to just bunk somewhere

47. Identify some key messages that came • out of conferences that I have attended • What should we be teaching? • What is the best way we can do this? • How do we measure our success? Examine how Boyne Island EEC has responded to these messages through my Doctoral research. Provide one mechanism by which you can examine your own centre.

48. Why attend an WEEC & What did I get out of attending?

49. 8th World Environmental Education Congress Gothenburg, Sweden. 2015