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The authors conclude that environmental education should develop participants’ ability to construct, transform, critique, and emancipate their world.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/alternatives-to-national-standards-for-environmental-education-process-based-quality-assessment/597175/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/alternatives-to-national-standards-for-environmental-education-process-based-quality-assessment/597175.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main dispute behind national standards in environmental education?","Question",{"text":63,"@type":64},"The debate centers on disagreements about the goals and objectives of environmental education—what it should expose learners to and what outcomes should follow.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why do the authors argue against setting national standards?",{"text":68,"@type":64},"They state that the four-dimensional learning process is incompatible with pre-determining the content and outcomes through national standards.",{"name":70,"@type":61,"acceptedAnswer":71},"What alternative quality assessment does the paper propose?",{"text":72,"@type":64},"It proposes a process-based quality assessment, focusing on learning enhancement criteria derived from teachers’, students’, and the school community’s knowledge and concerns.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597175,1792172653,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Alternatives to National Standards for Environmental Education: Process-Based Quality Assessment  \nArjen E. J. Wals & Tore van der Leij,  \nWageningen Agricultural University, The Netherlands  \nAbstract  \nStripped from the rhetoric, the national standards debate in the Environmental Communicator reveals essential disagreements on “the” goals and objectives of environmental education. These disagreements reflect different positions as to what environmental education is to expose learners and what the result should be. Basically, they represent different world views about the roles of both science and education in society. This contribution discusses these different world views, questions some of the arguments put forward by proponents of national standards for environmental education in the United States, and lastly, argues for an alternative form of quality assessment in environmental education which is process-based instead of product-or outcome-based.  \nThe authors conclude that environmental education should be a learning process with four dimensions in that it seeks to enable participants to construct, transform, critique, and emancipate their world in an existential way. Working within these four dimensions is incompatible with the idea of setting national standards for environmental education. Instead of focusing on (pre)determining the content and outcome of environmental education, the debate should focus on developing learning enhancement criteria for environmental education that focus on these four dimensions by utilizing teachers’, students’ and the school community’s own knowledge, ideas, and concerns.  \nCanadian Journal of Environmental Education, 2, Spring 1997 7  \nRésumé  \nDégagé de son enveloppe réthorique, le débat sur les standards nationaux dans le Environmental Communicator révèle finalement des désaccords essentiels sur “les” buts et objectifs de l’éducation relative à l’environnement. Cesdésaccords réflètent différentes positions sur les contenusd’apprentissage et les résultats attendus de l’éducation relative à l’environnement. Fondamentalement, ilsreprésentent différentes visions du monde, concernant en particulier le rôle de la science et de l’éducation dans la société . Les auteurs de cet article discutent ces différentes visions du monde; ils remettent en question certains des arguments mis de l’avant par les tenants des standards nationaux pour l’éducation relative à l’environnement aux États-Unis; finalement, ils apportent des arguments en faveur d’une forme alternative d’évaluation de la qualité en éducation relative à l’environnement, basée sur le processus plutôt que sur les produits-ou résultats.  \nEn conclusion, les auteurs signalent que l’éducation relative à l’environnement devrait être un processusd’apprentissage incluant quatre dimensions permettant aux participants de construire, transformer, critiquer et émanciper leur monde d’une manière existentielle. Intégrer ces quatre dimensions est incompatible avec l’idée de mettre en place des standards nationaux pour l’éducation relative à l’environnement. Plutôt que de se centrer sur la (pré)détermination des contenus et les résultats del’éducation relative à l’environnement, le débat devrait porter sur le développement de critères d’amélioration del’apprentissage pour l’éducation relative àl’environnement, qui prennent en compte ces quatre dimensions, en utilisantle savoir, les idées et les préoccupations des enseignants, des élèves et de la communauté .  \nThe American people . . . have come to feel utterly powerless, unable to control events and influence decisions . . . . Feeling powerless, they have become powerless. Lacking the information against which to evaluate political claims, they have collectively become far more susceptible to manipulation by emotion-laden campaign commercials, simplistic political slogans or divisive appeals to fearsand prejudices. (A departing Michigan congressman, quoted in Bull, 1992, p. 17)  \nIt is not up to t","cbCaiqrDPJcCtj5m","https://ap.wps.com/l/cbCaiqrDPJcCtj5m","pdf",200342,22,"English","# Abstract\n## Process-based quality assessment\n## Four learning dimensions\n## Rethinking national standards\n## Learning enhancement criteria","[{\"question\":\"What is the main dispute behind national standards in environmental education?\",\"answer\":\"The debate centers on disagreements about the goals and objectives of environmental education—what it should expose learners to and what outcomes should follow.\"},{\"question\":\"Why do the authors argue against setting national standards?\",\"answer\":\"They state that the four-dimensional learning process is incompatible with pre-determining the content and outcomes through national standards.\"},{\"question\":\"What alternative quality assessment does the paper propose?\",\"answer\":\"It proposes a process-based quality assessment, focusing on learning enhancement criteria derived from teachers’, students’, and the school community’s knowledge and concerns.\"}]","Alternatives to National Standards for Environmental Education - Process-Based Quality Assessment | PDF",1792084543,55]