[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597432-105":59,"doc-detail-597432-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","critical-environmental-education-research-re-engaging-the-debate","Critical Environmental Education Research - Re-Engaging the Debate","","Environmental education research has shifted in focus over roughly its first 25 years, moving from dominant applied science approaches in the 1970s and 1980s to an intense debate in the late 1980s and early 1990s. The article re-considers key arguments shaped by this debate and recent critique, emphasizing how project research must account for practical demands in real-world contexts. It characterizes the field through successive phases of “norming,” “storming,” and “performing” research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-environmental-education-research-re-engaging-the-debate/597432/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-environmental-education-research-re-engaging-the-debate/597432.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article mean by “norming,” “storming,” and “performing” research?","Question",{"text":112,"@type":113},"It describes successive phases in environmental education research: an unreflective applied-science period (“norming”), a critical debate questioning established patterns (“storming”), and a more reflective project-based approach (“performing”).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did applied science shape research in environmental education during the 70s and 80s?",{"text":117,"@type":113},"The article states that research was largely empirical, quantitative, and quasi-experimental, leading the field to treat applied-science assumptions as the standard for what counted as “real research.”",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue for practical exigencies in project research?",{"text":121,"@type":113},"It argues that conducting project research in real contexts requires recognizing practical constraints and demands, informed by recent critique and project research experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597432,1792192188,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Critical Environmental Education Research:  \nRe-Engaging the Debate  \nIan Robottom, Deakin University, Australia  \nAbstract  \nThe field of research in environmental education has experienced several changes in orientation in its first 25 or so years. In the period of the 70s and 80s, the most visible approach to environmental education research was clearly applied science in nature. From the late 80s/early 90s there has been a period of intense debate about research in environmental education, in which the patterns of research established in the 70s and 80s came to be reflected upon in a more critical fashion, previously taken for granted assumptions questioned, and a range of new approaches to research identified and critically considered. Methodological debates were engaged, arguments for alternative approaches developed, and critiques presented. This article re-considers some of these arguments in light of recent critique and project research experience, and argues for a recognition of the practical exigencies in conducting project research in real contexts.  \nRésumé  \nLe domaine de recherche en éducation environnementale a vécu plusieurs changements d’orientation pendant ses vingt-cinq premières années.  \nPendant la période des années 70 et 80, l’approche la plus visible en recherche sur l’éducation environnementale était clairement les sciences appliquées de la nature. Dès la fin des années 80 et au début des années 90, ily a eu une période d’un intense débat au sujet de la recherche en éducation environnementale, dans laquelle les modèles de recherche établis dans les années 70 et 80 sont apparus d’une manière plus critique, des suppositions considérées antérieurement comme acquises ont été remises en question et une variété de nouvelles approches à la recherche ont été identifiéeset potentiellement critiquées. Des débats méthodologiquesfurent engagés, des arguments pour des approches alternatives furent développées et des critiques présentées. Cet article revoit quelque-uns des arguments à la lumière de critiques et d’expériences de recherche récentes pour une reconnaissance des exigences pratiques dans la conduite de projets de recherche dans des contextes réels.  \n62 Canadian Journal of Environmental Education, 10, Spring 2005  \n“Norming,”“Storming,” and “Performing” Research  \nin Environmental Education  \nWe are at an interesting point in development of this field of research in environmental education. This field has experienced several changes in orientation in its first 25 or so years—changes that could be summarised as moments of “norming,”“storming,” and “performing” research in environmental education.1 As a result we are at a point where careful practical deliberation about research approaches is feasible.  \n“Norming’’: A Period of Unreflective Environmental Education Research  \nIn the period of the 70s and 80s, the most visible approach to environmental education research was clearly applied science in nature. This research was not publicly self-reflective: this was a period of uncritical environmental education research. The earliest international journal in the field, the Journal of Environmental Education , reported research largely of an empirical, quantitative, quasi-experimental nature, almost to the exclusion of other kinds of research. A result of this is that research in environmental education came to be defined in terms of the assumptions underpinning applied science research, and inquiry based on other methodological approaches tended tobe deemed as “not real research.” Another outcome was that the extensive use of applied science approaches to research contributed to the adoption of a broader “instrumentalist” perspective in terms of which not just research problems in environmental education but also other registers of work such as curriculum development and professional development came to be constructed within and informed by applied science thinking (Robottom, 1993a; Robottom & Hart, 1993; Ro","cbCaipVevpvUtF2U","https://ap.wps.com/l/cbCaipVevpvUtF2U","pdf",94409,17,"English","# Abstract\n# \"Norming\": A Period of Unreflective Environmental Education Research\n# \"Storming\": Challenging the Citadel of Established Research Practice\n# \"Performing\": Reflective Environmental Education Research","[{\"question\":\"What does the article mean by “norming,” “storming,” and “performing” research?\",\"answer\":\"It describes successive phases in environmental education research: an unreflective applied-science period (“norming”), a critical debate questioning established patterns (“storming”), and a more reflective project-based approach (“performing”).\"},{\"question\":\"How did applied science shape research in environmental education during the 70s and 80s?\",\"answer\":\"The article states that research was largely empirical, quantitative, and quasi-experimental, leading the field to treat applied-science assumptions as the standard for what counted as “real research.”\"},{\"question\":\"Why does the article argue for practical exigencies in project research?\",\"answer\":\"It argues that conducting project research in real contexts requires recognizing practical constraints and demands, informed by recent critique and project research experience.\"}]","Critical Environmental Education Research - Re-Engaging the Debate | PDF",1792085001,43]