Use best education practices in organizing environmental field days for youth Continue reading →
Audience: Students, K-12 
Youth engaged in formal, elementary and secondary education programs
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Ponzio, R. C. & R. P. Enfield. (2004) Finding 1
Use water education activities to provide “situated problem-solving” practice that can translate to workforce skills. Continue reading →
Fortner, R. W., & Mayer, V. J. (1991) Finding 2
Use a test or an advance activity to learn information about students, in order to enhance the likelihood of an increase in student knowledge about a specific water topic through presentation of the topic in a way which is interesting and relevant to students and builds motivation to learn Continue reading →
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 1
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Helping teachers figure out how to integrate water topics into their regular curriculum.
Seavey, M. (2004) Finding 1
Provide teachers with an opportunity to experience activities first-hand; interact with other educators; and learn about the materials Continue reading →
May, T. S. (2000) Finding 1
Encourage teachers to include the following elements in their environmental education programs:
- Flexible curriculum
- Collaborative learning environments
- Students’ bearing the consequences of the behavior
- Teacher competency in listening and questioning
- Diverse instructional strategies
- Resourcefulness in accessing resources
- Creativity, especially in knowledge of how to do without,
- Facilitation skills
- Ability to make connections
- Understanding of local-to-global connections
- Ability to integrate curricula
- Using personal/student strengths/passions
- Experiential teaching orientation
- Cooperative and inclusive learning
- Nurturing a sense of place
- Consistent can-do vision
- Infectious passion for EE and teaching in general
- Humor in the classroom
- Practice of environmentally responsible behavior
- Risk taking Recharging oneself
Zint, M., Kraemer, A., Northway, H., & Lim, M. (2002) Finding 1
Teach water science and build environmentally responsible behavior among students through “service-learning” experiences that apply principles of interaction and continuity: both of which are significant features of education that lead to learning. For example,
- Focus on the characteristics of environmentally responsible behavior – knowledge of issues, skill in actions, knowledge of ecology and actions, group locus of control, intention to act, environmental sensitivity, personal responsibility, and individual locus of control – to build student environmental stewardship motivation and competencies.
Tramontana, E. (2004) Finding 1
Teach water science and build environmentally responsible behavior among students through “service-learning” experiences that apply principles of interaction and continuity: both of which are significant features of education that lead to learning.
- For example, provide educators, students and District staff with opportunities to participate in public lands activities. This experience has been shown to increase student performance and interest in school, student concern for protecting and conserving the environment, and educator motivation.
Fortner, R. W., & Lahm, A. C. (1990) Finding 1
Structure activities at a field site in order to increase knowledge gain, but apply structured activity with care in order to avoid reducing motivation Continue reading →
Fortner, R. W., & Mayer, V. J. (1991) Finding 1
Carefully determine what is important for students to know and why before presenting classroom activities focusing on a specific water topic Continue reading →
