Cultural determinants of learning outcomes in global environmental education
| dc.contributor.author | Tsai, Hui-Mei | |
| dc.contributor.supervisor | Ashford, Mary-Wynne | |
| dc.date.accessioned | 2025-10-03T23:52:28Z | |
| dc.date.available | 2025-10-03T23:52:28Z | |
| dc.date.issued | 1999 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.description.abstract | There is evidence of increasing deterioration of the natural environment on a world-wide scale over the last few decades. Elementary teachers play a crucial role in implementing environmental education to foster global citizens who will be able to actively sustain a healthy planet. The purpose of this study is to explore the obstacles that inhibit teachers from accomplishing the goals of environmental education, and what teaching strategies could reduce those obstacl.es. Grounded theory approach is used to collect and analyze data from students' and teachers' surveys. Differences are found in the teachers' perceptions, cultures and educational philosophies between British Columbia and Taiwan, and these affect the implementation of environmental education. A theory is formulated to relate cultures to the learning outcomes of global environmental education. Recommendations for both BC and Taiwanese Ministries, school policies and teachers are presented, as are specific recommendations for future research. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22837 | |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.title | Cultural determinants of learning outcomes in global environmental education | |
| dc.type | Thesis |