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Abstract
In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school’s activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs. It also shows much didactic teaching of content, a strong focus on behavioral outcomes, especially with respect to reducing resource consumption and to increasing the levels of recycling, as well as some degree of working with the community. The unclear status of environmental education in Israel, in terms of its structure within the education system, prevents it from having sufficient resources for teacher education and curriculum development. It is suggested that this lack of clarity is the main cause of the ambiguity and for the use of the traditional pedagogies we found in our analysis.
Acknowledgement
We wish to thank all the participating schools.
Funding
This study was supported by the Israeli Ministry of Environmental Protection [grant number 7-203].
Notes
1. Education for Sustainability: Weaving life together. The Ministry of Education, 2012 (in Hebrew). Available at: http://cms.education.gov.il/NR/rdonlyres/614CB955-5FB2-4A33-86DC-A11431FF8EF0/181029/ChinuchLekayamutSeptember27.pdf.
2. Green School Certification, The MEP. Available at: http://www.sviva.gov.il/subjectsEnv/Education/GreenAshool/Pages/GreenSchool.aspx.
3. The homeroom teacher in elementary schools in Israel is the teacher who teaches the majority of the topics and is responsible for a particular class.