Using a Problem Solving, Action Oriented Approach to Environmental Education

Children Can Make a Difference:

Using a Problem Solving, Action Oriented Approach to Environmental Education

by Micki McKisson Evans

Imagine children cleaning up rivers or beaches in your community. Or starting recycling programs, conducting water and air quality tests, research over the Internet, establishing a wetland nursery, or saving trees in your neighborhood. Now, imagine what they learned by planning and carrying out these activities!
In my work with over two thousand students from around the world, I have witnessed young minds learning complex things about societal, ecological and biological systems. They learn about the human component involved when you work together as a group to investigate environmental problems and solutions. And most importantly, I observed what they learn about their own capabilities and potential. They inherently understand the power that is harnessed when a group of people combine their gifts and energies towards a common focus. As a result, these children and young adults are able to make significant contributions to the world at large.
Twenty years ago as a young, enthusiastic and very "green teacher," I decided to teach the young children in my charge about the perils facing the environment. Armed with mountains of research and powerful videos and stories, I created a bleak and dim vision of the future of our world in the minds of these young children. During an emotionally charged lecture on our "Endangered Earth" - I looked out on the sea of faces, once so filled with hope, were now clouded over with fear, frustration, and perhaps, did I even see apathy?
I quickly retreated back to the drawing board, and revisited environmental education within the context of the brain research explosion that revolutionized teaching and how we view the learning process. This time, equipped with a deeper understanding of the goals for environmental education, more life experience in facilitating learning, and a variety of tools that actively engage learners in the learning, I was much better prepared. A major impact on my approach was Howard Gardner's theory of Multiple Intelligences and his definition of intelligence as the ability to:

Solve real-life problems;
Find and create problems, and
Offer a product or service that is valued in at least one culture. (Howard Gardner, Frames of Mind (New York: Basic Books, 1983, 1993)

I began to explore the possibility of how environmental education could be introduced to students using a problem solving, action project oriented approach.

I worked with other educators around the world who were interested in applying this approach to environmental education, and with groups of students throughout the US, as well as other countries including Brazil, the former Soviet Union, Canada and countries throughout Europe. These students applied problem solving and action skills as they investigated environmental issues, while emphasizing specific problems in the local community. The goal was to empower kids to take action on issues that directly effect them so not only would they increase their awareness about environmental issues (a desired outcome), but also would be provided with a variety of tools that they could use to effect change, thereby giving them a voice in the world.
The multidisciplinary and interdisciplinary nature of environmental education immediately became apparent. Students conducted scientific research by collecting water samples, worked closely with scientists and local labs to analyze the results, then applied their mathematical skills to graph and tabulate the data. Students enhanced their writing skills by writing letters to the editor, press releases, and research reports. They utilized technology to create computer diagrams or "computer films" to communicate their research data. They used telecommunications to collect information about their chosen issue, exchange data with peers from other states and countries, and as a way to get others involved in their projects (Budd and Curry, 1995.) Many aspects of the arts were employed as students created posters, paintings, models, plays, skits, and songs to let others know about pressing environmental issues. They exercised their communication, cooperation and citizenship skills as they facilitated local town meetings, made presentations to their school board, mayor and city councils. Some groups of students even made presentations to the U.S. Senate, former prime minister Margaret Thatcher and Raisa Gorbachev, all in an effort to effect local and global change.
Using this project centered, problem solving action oriented approach, the sea of young fearful faces I had once seen were quickly replaced with expressions and attitudes of hope, accomplishment, involvement and responsible environmental behavior.
Traditional Thinking versus Research Findings in the Field of Environmental Education
At the "World Conference on Education for All - Meeting Basic Learning Needs", sponsored by UNESCO, UNEP, and UNICEF in the Spring of 1990, Hungerford and Volk presented the findings of their research on the development of responsible environmental behavior in citizens on an individual basis and in societal groups. Embedded within this approach is empowerment as a crucial tool for creating behavioral change. Traditionally, it was believed that people's behavior towards the environment could be changed by making them more aware. Instead, Hungerford and Volk suggested that the following attributes are required:

Knowledge of an issue is a prerequisite to action.

Individuals must possess knowledge of those courses of action which are available and which will be most effective in a given situation.

Individuals benefit from skill development by appropriately applying knowledge of action strategies to a given issue.

This approach is based largely on "The Hines Model of Responsible Environmental Behavior", which goes beyond the linear model for changing behavior: "increased knowledge leads to favorable attitudes...which in turn leads to action promoting better environmental quality" (Ramsey and Rickson, 1977).
The Hines Model stresses two important variables which were considered in the development of the approach outlined in the Grounds and Gardens curriculum. First of all, people are more willing to do something about an environmental problem if they feel it is an issue of importance. Most often this is a local issue of concern in their community -- something that impacts them directly. Secondly, the model emphasizes that people will become empowered to do something about a problem if they have training and knowledge in problem solving strategies and action skills. (Hines, J.M., et al., 1986).
In their research, Volk and Hungerford looked at how responsible environmental behavior might be actualized through environmental education. Many of the answers lie in the objectives for environmental education as defined over two decades ago at the 1977 Tblisi Intergovernmental Conference on Environmental Education:

Awareness --to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems.
Sensitivity- --to help social groups and individuals gain a variety of experiences in, and acquire a set of values and feelings of concern for the environment and it associated issues and problems.
Attitudes --to help social groups and individuals acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection.
Skills -- to help individuals acquire skills for identifying on solving environmental issues and problems.
Participation --to provide individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental issues and problems.(You can find a complete listing of the goals and objectives Tblisi conference declaration 1978.)

This framework provides the perfect vehicle for integrating environmental education across all content areas. While it may seem a rather ambitious task -- it is feasible and essential. Traditionally, it was believed that we can change behavior by making people more knowledgeable about the environment and its associated issues. The underlying assumption is that the more we know, the more aware we are, and that we then become motivated to act toward the environment in more responsible ways. I tried that and as a result, scared quite a few ten, eleven and twelve year olds. They were overwhelmed and did not posses the skills to create change in their behavior, let alone affect positive change in their community or the world at large. They in fact, felt powerless.
It becomes increasingly apparent that a responsible and effective way is to use "framing" techniques for our environmental education programs. Framing moves beyond the arbitrary boundaries of traditional disciplines by creating a framework which allows learning to be related and integrated within a student's life (Heimlich, 1992). Using a problem-solving, action-oriented, project approach, teachers and students can identify and investigate issues and problems of concern to them. Using a wide array of strategies and skills to research specific environmental issues and problems, analyze and interpret these problems, propose creative solutions, and act on those solutions achieves many of the goals stated in the Tblisis conference declaration.
In her article, Global Issues and Environmental Education, Carmen E. Trisler reminds us that , "whichever approach is used, ('infusion' - content and skills integrated into existing courses, 'insertion' - the addition of specific courses in environmental education, or framing), the relationship of the individual action in regard to global issues must be central to the instruction if the desired outcome is that of responsible environmental behavior. When studying about global issues, the goal needs to be more than merely acquiring scientific knowledge. A relationship must be made between the individual action and responsibility to the global issue."
In 1990, Congress passed the National Environmental Education Act. The Act directs the Federal Government to play a strong role in increasing the public's literacy by focusing on education of youth. Abby Ruskey aptly describes the key objectives for environmental education in her article, "State Profiles in Environmental Education" as:

An awareness and appreciation of the natural and built environment; knowledge of natural systems and ecological concepts; understanding of the range of current environmental issues; and the ability to use investigative, critical thinking, and problem solving skills towards the resolution of environmental issues: These are key traits of an environmentally literate citizenry. It follows that they are the key objectives of environmental education.

Nearly every state in the country currently has some sort of environmental education program, however Abby Ruskey's report indicates few have a comprehensive program that infuses or uses framing, combined with a problem-solving and action project oriented approach. We know that problem solving and decision-making are critical for creating meaningful learning experiences and developing ownership on the part of the learners.
Why Environmental Education?
Of course, one major reason is that it is critical to maintaining our quality of life. Whether we are talking about destruction of the tropical forests, global warming, toxic waste disposal, the ocean crisis or air quality - environmental education is essential if we are to participate fully in solving environmental problems facing us today and on into the future. There are also many positive educational outcomes. A comprehensive approach to environmental education:

offers educators an effective way to integrate curriculum;
develops critical and creative thinking skills;
not only teaches but allows students to develop problem solving skills;
is the perfect arena for exploring attitudes and values interculturally as well as cross-culturally;
engages multiple intelligences -especially Gardner's eighth identified intelligence, The Naturalist;
involves students in their communities;
utilizes teaching strategies which are student centered, actively involving students in the learning process.
stresses investigative research skills to help understand the social and economic implications underlying environmental issues
allows educators to easily integrate many of the principles of education reform: real world applications, cooperative learning, teaching for understanding (Gardner), emphasis on concepts, processes and products as opposed to content only.
acquisiton of technology skills is enhanced by real-life hands-on learning situations.

Most importantly, this type of approach emphasizes life skills that students will continue to use in future work and throughout their lives. Through encouraging community involvement and social responsibility, students learn how to create positive change in their community. They become empowered as learners and as a voice in the world.

About the Author:

Micki McKisson Evans is an educational consultant and owner of Designs for Learning, based in Bothell, Washington. She is an academic advisor at Antioch University and an adjunct faculty member at Antioch's Teacher Certification Program.

Recent projects include development of a curriculum guide emphasizing action learning for grades 4-12 on household hazardous waste and disposal for the Household Hazardous Waste Schools Program, King County Solid Waste Division. She was the North American Coordinator for Greenpeace East-West Educational Project, researching and developing an action-based environmental education program that was field-tested in 18 schools in nine countries. As part of this project, she organized three international meetings for participating schools in Belgium, Russia, and the United States, and wrote the curriculum guide Making a Difference - A Kid's Guide to Environmental Action.
Micki has conducted Youth Summits for students in school districts in Washington State, and has developed and directed six Youth Summit programs for students from the United States and the former Soviet Union that were held in Washington DC and Moscow.
She has developed and implemented human resource development programs for Westin Hotels and Nintendo Corporation, "Learning to Learn" seminars for Twin Rivers and Purdy Correctional Institutions and King County Jail, and has provided teacher training at the Seattle Juvenile Detention Center. During five years of summer programs for Educational Service District 112 in Vancouver, Washington, she developed and directed a program for youth "at-risk."
She was coordinator of Gifted Education for Issaquah School District, where she developed and directed a district-wide gifted education program for students grades 4-12.

References

Budd, Gregory and D. Curry, "Problem-solving in Las Vegas: Students are building skills and a global network." EPA Journal, Spring 1995.

Evans, Micki McKisson and L. Campbell, Our Only Earth Series - A Curriculum for Global Problem Solving. Tucson AZ: Zephyr Press, 1990, 1998.
Evans, Micki McKisson, M. Falloon, and C. Smid, Making a Difference - Guide to Environmental Action. Unpublished manuscript, 1992.
Evans, Micki McKisson, Hazards on the Homefront - A Teacher's Guide to Household Hazardous Waste. King Ciunty Solid Waste Division, 1995.
Fien, John. Education for the Environment. Victoria, Austrailia: Deakin University Press, 1993.
Heimlich, J.E., Promoting a Concern for the Environment. Eric Document, Number ED 351 206, 1991.
Hines, J.M., et al. "Analysis and Synthesis of Research on Responsible Environmental Behavior: A Meta-Analysis." Journal of Environmental Education, 1987, 18(2): 1- 8.
Hungerford, Harold and R. Litherland, R. Peyton, J. Ramsey, A. Tomera, and T. Volk. Investigating and Evaluating Environmental Issues and Actions Skill Development Modules. Champaign, IL: Stipes Publications, 1988.
Hungerford, Harold and T. Volk. "Changing Learner Behavior through Environmental Education." Journal of Environmental Education, 8 - 21., 1991.
Ramsey, John M. The Effects of Issue Investigation and Action Training on Eighth-Grade Students' Environmental Behavior." Journal of Environmental Education, Vol. 24, No. 3, 31-36, 1993
Ruskey, Abby. "State Profiles in Environmental Education - The trend is toward comprehensive programs." EPA Journal, Spring, 1995.
Tblisi Intergovernmental Conference on Environmental Education. "Toward an action plan: A report on the Tbilisi Conference on environmental education." A paper prepared by the FICE Subcommittee on Environmental Education. Washington D.C.: U.S. Government Printing Office, Stock No. 017-080-01838-1, 1978.
Trisler, Carmen. "Global Issues and Environmental Education." Eric Digest, June 1993.
UNESCO, International Strategy for Action in the Field of Environmental Education and Training for the 1990s. Paris: United Nations Educational, Scientific and Cultural Organizations and Nairobi: United Nations Environment Programme, 1990.
UNESCO, "Environmental Education: Module for Inservice Training of Science Teachers and Supervisors for Secondary Schools". Paris: UNESCO/UNEP: Environmental Education Series 8, 1986.
UNESCO, "Interdisciplinary Approaches in Environmental Education." Paris: UNESCO/UNEP: Environmental Education Series 14, 1985.

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