Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students.

Understanding the experiences of Native Hawaiian and Other Pacific Islander (NHPI) students in science courses can help us foster inclusivity and belonging for these often excluded and unacknowledged students. Using social influence theory as a framework, we investigated the intersection between ethnic-racial identity and science identity in NHPI students to better understand their experiences in undergraduate Biology courses. We collected both quantitative and qualitative data and used concurrent triangulation design in our mixed-methods approach. Quantitative data include measures of student pre- and post-course science identity, self-efficacy, alignment with science values, sense of belonging, environmental concern, strength of ethnic-racial identity, and the interaction between ethnic-racial and science identity. We measured environmental concern because NHPI cultures often have strong connections with the environment that may overlap well with environmental science values. Qualitative data included short responses to survey questions that asked students to describe the interaction between their science identity and their ethnicity. We found that NHPI and non-NHPI students do not significantly differ in any construct we measured, nor do they experience different gains across a semester when comparing pre- and post-scores. We also found that NHPI students' feelings concerning the intersection of their ethnic and science identities are varied and complex, with some students expressing feelings of conflict and many others expressing a strengthening relationship between those identities. We discuss implications for instructors and encourage them to acknowledge the community culture of wealth NHPI students bring to the classroom because of their ethnic-racial identities.

Education in the Anthropocene: assessing planetary health science standards in the USA.

The environmental crises defining the Anthropocene demand ubiquitous mitigation efforts, met with collective support. Yet, disengagement and disbelief surrounding planetary health threats are pervasive, especially in the USA. This scepticism may be influenced by inadequate education addressing the scope and urgency of the planetary health crisis. We analysed current K-12 science standards related to planetary health throughout the USA, assessing their quality and potential predictors of variation. While planetary health education varies widely across the USA with respect to the presence and depth of terms, most science standards neglected to convey these concepts with a sense of urgency. Furthermore, state/territory dominant political party and primary gross domestic product (GDP) contributor were each predictive of the quality of planetary health education. We propose that a nation-wide science standard could fully address the urgency of the planetary health crisis and prevent political bias from influencing the breadth and depth of concepts covered.

Fostering ocean literacy through informal marine education programs.

Despite general interest in the concept, there is a lack of formal education systems that foster ocean literacy. Informal marine education programs may be filling this gap; where students undertake unique, immersive learning experiences connected to the marine environment. This paper consolidates information about marine education programs within Australia's temperate region - the Great Southern Reef - and evaluates the extent to which ocean literacy is being delivered through these programs under the banner of Australia's national curriculum. Using the mixed methods approach of a survey and semi-structured interviews, we found that participants are familiar with ocean literacy principles (89.4 %), and half of the informal providers (51 %) reported incorporating these principles into their education programs. We discuss the barriers to teaching and learning about ocean concepts reported by respondents, and argue that formal and informal education programs, working in tandem, can improve school curricula and promote greater ocean literacy.

Option or necessity: Role of environmental education as transformative change agent.

There is a consensus around the importance of environmental education in mitigating the ill effects of environmental problems and preserving the natural environment and promoting green behaviours. The present paper studies the role of environmental education based on transformative learning theory. It intends to present and test a model proposal using sequential mediation analysis of several constructs as the Environmental Education Support (EES) and Volunteer Attitude (VA). A quantitative study was carried out by using data obtained through online questionnaires from several Indian and Brazilian Higher Education Institutions. A multivariate statistical method was employed to analyse the data by using partial least squares structural equation modelling. The results demonstrated that environmental education positively influences students' environmental concern, willingness to be environmentally friendly, and volunteer attitude. As a novelty, it reports that environmental education beliefs, concern for the environment and willingness to be environmentally friendly sequentially mediate the relationship between environmental education support and volunteering attitude.

Ensino das mudanças climáticas: a questão das enchentes no bairro Jardim Botânico na cidade do Rio de Janeiro/RJ / Teaching climate change: the issue of floods in the Jardim Botânico neighborhood in the city of Rio de Janeiro/RJ

As enchentes são fenômenos frequentes no bairro Jardim Botânico durante o verão carioca. Como as escolas da região trabalham este tema com os alunos? Para responder a esta questão, o objetivo deste trabalho foi descrever como o tema "mudanças climáticas" tem sido abordado na escola básica, em um território que enfrenta o problema das enchentes na cidade do Rio de Janeiro. Essa pesquisa foi realizada em uma escola pública de educação infantil do bairro Jardim Botânico/RJ, atingida diretamente pela enchente do verão de 2019. A pesquisa foi realizada em três etapas: a primeira destinou-se a identificar os fatores ambientais e sociais associados à questão das enchentes no bairro Jardim Botânico na cidade do Rio de Janeiro; a segunda analisou, por meio da análise textual discursiva, a temática mudanças climáticas com foco nas enchentes em materiais didáticos de escolas da educação infantil e ensino fundamental (1º ciclo) e por último analisou como os temas ambientais foram tratados em sala de aula, baseadas nas experiências vividas pelas professoras, após perdas consubstanciais da estrutura por uma enchente. Os resultados socioambientais do problema do bairro apontam para ineficácia da gestão das comportas locais, relacionadas ao extravasamento das águas fluviais, bem como do impacto do crescimento desordenado na poluição dos rios advindos do descarte inadequado do lixoQuanto à temática das mudanças climáticas abordadas nos 17 materiais didáticos analisados verificou-se que o tema enchente não foi frequente no material utilizado na educação infantil e no ensino fundamental. No entanto, a questão das enchentes foi abordada na práxis pedagógica das professoras da educação infantil. As professoras (66,6%) disseram que os alunos associaram as enchentes com a quantidade de chuva/ excesso de lixo. As metodologias mais utilizadas para abordagem deste tema foram contação de histórias e "rodinhas'' (de conversa e de vivências) (57,1%) e os sentimentos relatados pelos alunos relacionados ao fenômeno enchente foram tristeza, medo e susto. A maioria das professoras associaram o ensino das mudanças climáticas à educação ambiental (83%) e enfatizaram que os anos iniciais são importantes para a construção da cidadania. Conclui-se que há uma grande preocupação das docentes pelas questões ambientais ainda transversas ao ensino. Entretanto, de forma lúdica, conseguem construir pontes entre o ensino formal, a educação ambiental e a problematização do entorno da escola, de acordo com a realidade de seus alunos. (AU)

Floods are frequent phenomena in Botanic Garden neighbourhood during the summer in Rio. How do schools in the region work with students on this topic? To answer this question, the objective of this paper was to describe how the theme "climate change" has been approached in elementary school, in a territory that faces the problem of flooding in the city of Rio de Janeiro. This research was carried out in a public early childhood school in the Botanic Garden neighbourhood / RJ, directly affected by the flood of the summer of 2019. The research was carried out in three stages: the first was aimed at identifying the environmental and social factors associated with the issue the floods in the Botanic Garden neighbourhood in the city of Rio de Janeiro; the second analysed, through discourse textual analysis, the theme of climate change with a focus on floods in didactic materials from schools for early childhood education and elementary school (1st cycle) and lastly analysed how environmental issues were treated in the classroom, based on in the experiences lived by the teachers, after consubstantial losses of the structure by a flood. The socio environmental results of the neighbourhood problem point to ineffective management of the local floodgates, related to the overflow of river waters, as well as the impact of uncontrolled growth on the pollution of rivers resulting from inadequate waste disposalAs for the theme of climate change addressed in the 17 didactic materials analysed, it was found that the theme of flooding was not frequent in the material used in early childhood education and elementary education. However, the issue of flooding was addressed in the pedagogical praxis of early childhood teachers. The teachers (66.6%) said that the students associated the floods with the amount of rain / excess garbage. The most used methodologies to approach this theme were storytelling and "wheels" (of conversation and experiences) (57.1%) and the feelings reported by students related to the flood phenomenon were sadness, fear and fright. teachers associated the teaching of climate change with environmental education (83%) and emphasized that the early years are important for the construction of citizenship, concluding that there is a great concern of teachers for environmental issues that are still transversal to teaching. ludic, they are able to build bridges between formal education, environmental education and the problematization of the school's surroundings, according to the reality of their students. (AU)

Their Economy and Our Health: Communicating Climate Change to the Divided American Public.

Climate change poses severe economic and public health threats to societies around the world. However, little is known about how selectively emphasizing its impacts on different issues and in different locations influence public engagement in climate change mitigation. Utilizing an experimental survey with adult participants, this study investigates the effect of issue framing and distance framing on risk perception and policy support related to climate change. The impacts of political ideology, environmental value, and belief in climate science on message effect are also examined. Based on the results of ANOVA (Analysis of Variance) and OLS (Ordinary Least Squares) regression, we found that compared with the economy frame, the public health frame led to greater polarization in risk perception and policy support between liberals and conservatives, and these relationships were mediated by environmental value and belief in climate science. Similarly, distance framing also increased ideological polarization in risk perception and policy support.

Back to basics: Gaps in baseline data call for revisiting an environmental education program in the SAVA region, Madagascar.

Environmental education programs are critically important for raising awareness about global and local environmental concerns, by providing the knowledge, tools, and means for young and old generations to cope with current challenges. Of the greatest importance is the implementation of environmental education programs in biodiversity hotspots where environmental crises are high and resources to fund mitigation programs are low. Madagascar is one such priority hotspot, featuring intensive wildlife-human conflicts due to shrinking natural environments. The Duke Lemur Center-SAVA Conservation Initiative has been conducting environmental education activities in the SAVA region, northeastern Madagascar, since 2011. These activities have been aimed at increasing awareness of local and global environmental issues and at stimulating the involvement of local school students. Our initiatives have predominantly supported teacher trainings to provide teachers with environmental education content, examples, and recommendations on how to integrate activities into their regular curricula, commonly referred to as a "cascade approach". Due to logistical hurdles, including high teacher turnover rates, however, these interventions have not been monitored to assess their efficacy. Thus, to better inform current and future interventions, we designed and implemented classroom-based surveys to gather baseline data on the basic knowledge of SAVA students and their perceptions of the environment. We identify informational gaps in surveyed schools, including those located in large towns vs. villages, and those with trained vs. untrained teachers. Based on these results, we make recommendations for future environmental education efforts in the region, including activities that could address real-life environmental problems and decision-making solutions.

'12 tips for teaching environmental sustainability to health professionals'.

Background: As recognition of the health impacts of climate change and other environmental challenges increases, so too does the need for health care professionals to practice healthcare sustainably. Environmental sustainability in healthcare extends beyond our traditional understanding of environmental health, which is often limited to environmental hazards and disease. Health services, professional organizations, and training institutions are increasingly forming climate and sustainability position statements and policies accordingly. To prepare future health professionals for global environmental change, environmental sustainability must be meaningfully integrated into health curricula.Aim: To provide educators with 12 tips for integrating environmental sustainability into health professional education.Methods: The authors reviewed the literature relating to climate change, environmental sustainability and health, and health professional education. By combining findings from this search with reflections on their own experience in clinical and public health teaching across nursing and midwifery, paramedicine, medicine, and public health, the authors developed recommendations for integrating environmental sustainability into health professional education.Results: These 12 tips can be used to teach students and qualified health professionals in nursing, allied health, and medicine to practice healthcare in an environmentally sustainable manner.Conclusions: Empowering health professionals to practice environmentally sustainable healthcare has economic, social, health, and environmental benefits. Teaching environmental sustainability to health professionals enhances existing learning by updating curricula with the latest evidence of how environmental determinants of health are rapidly changing and enables both educators and students to make an important contribution to safeguarding human health, the environment, and healthcare for future generations.