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Investigates discursive patterns in selected environmental science classroom resources created by three subcommunities: a provincial government, a school district, and a non-governmental organization. Results show how the discursive management of human-nature relations and the portrayal of nature in school programs shape students’ personal relationships with nature and their environmental consciousness. Calls for critical appraisal of school resources.",{"@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/humannature-discourse-in-environmental-science-education-resources/597373/",{"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/humannature-discourse-in-environmental-science-education-resources/597373.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central argument about nature and education?","Question",{"text":112,"@type":113},"The document argues that how people view nature and the human-nature relationship influences their decisions, actions, and sense of environmental responsibility and consciousness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources and subcommunities are analyzed in the study?",{"text":117,"@type":113},"The study analyzes environmental science classroom resources produced by three subcommunities: a provincial government, a school district, and a non-governmental organization.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the resources influence students, according to the findings?",{"text":121,"@type":113},"Findings indicate that the discursive management of the human-nature relationship and how nature is portrayed in programs and materials shape students’ personal relationships with nature and their environmental consciousness.","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},597373,1792210211,{"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":29,"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","Human/Nature Discourse in Environmental Science Education Resources  \nJoan M. Chambers, Lakehead University, Canada  \nAbstract  \nIt is argued that the view of nature and the relationship between human beings and nature that each of us holds impacts our decisions, actions, and notions of environmental responsibility and consciousness. In this study, I investigate the discursive patterns of selected environmental science classroom resources produced by three disparate subcommunities: the provincial government, a school district, and a non-governmental organization. The findings illustrate how the discursive management of the human-nature relationship and the view of nature in programs and materials for schools offer students a particular perspective, acting to shape their personal relationships with nature and environmental consciousness. The study points toa need for a critical appraisal of resources for schools produced by the environmental/science community.  \nRésumé  \nOn prétend que la perception qu’on a de la nature et de notre relation avec la nature, influence nos décisions, nos actions, ainsi que notre connaissance dela responsabilité environnementale et de la sensibilisation à l’environnement.  \nDans cette étude, j’examine divers modèles discursifs de ressources pédagogiques en sciences de l’environnement que trois sous-communautés différentes ont créés : le gouvernement provincial, un district scolaire et une organisation non gouvernementale. Les résultats montrent à quel point lagestion discursive de la relation humain-nature et laprésence de la nature dans les programmes et le matériel scolaires offrent aux élèves un point de vue particulier, agissant sur le développement de leur lien personnel avec la nature et de leur sensibilisation à l’environnement. L’étude montre un besoin pour une évaluation majeure des ressources scolaires produites par la communauté environnementale et scientifique.  \nKeywords: human-nature relationship, discourse analysis, classroom resources, environmental education  \nIntroduction  \nEnvironmental education in many education jurisdictions is not offered as a discrete subject, but rather is subsumed primarily within the subject of science and, to a lesser extent, social studies (Simmons, 1989) . Hart (2003) suggests that children’s school experiences act to shape their personal  \nCanadian Journal of Environmental Education, 13 (1), 2008 107  \nrelationships with the social and natural world, and that these relationships frame their sense of social and environmental responsibility. Similarly,Östman (1994) argues that science education constructs a particular view of the human-nature relationship and of the world around us, and that “it is therefore not possible to isolate or to separate the teaching of science concepts from socialization in to some kind of environmental consciousness”(p. 142) . If Östman is correct, that places a particularly heavy burden on science teachers—as a consequence of our teaching, what kind of “environmental consciousness” will our students develop? How will the textual resources we bring into our classrooms and depend on for instruction impact our students?  \nText and textbook materials play a role in enacting curriculum, shaping experience, and shaping identity. Text is not a neutral purveyor of knowledge; rather, it acts to construct a particular view of reality. What counts as knowledge, culture, or beliefs is re-created and legitimated through texts (Apple, 2000) . As discourses, texts can function ideologically, contributing to maintaining hegemonic social relations (Lemke, 1995) . It is important to recognize, however, that readers interpret texts—meaning is dialogically constructed between the producer and reader of any text. Additionally, it cannot be assumed that what is written in any particular classroom text is taught as the writer intended; teachers’ beliefs operate as a mediating factor between the text and students (Cotton, 2006) . Nevertheless, text","cbCaiszMVq6jlTOH","https://ap.wps.com/l/cbCaiszMVq6jlTOH","pdf",140077,15,"English","# Abstract\n# Introduction\n## Environmental education within science and social studies\n## Texts as ideological and meaning-making resources\n## Research purpose and guiding questions\n# Context\n## Alberta’s landscape and political-economic setting","[{\"question\":\"What is the central argument about nature and education?\",\"answer\":\"The document argues that how people view nature and the human-nature relationship influences their decisions, actions, and sense of environmental responsibility and consciousness.\"},{\"question\":\"What sources and subcommunities are analyzed in the study?\",\"answer\":\"The study analyzes environmental science classroom resources produced by three subcommunities: a provincial government, a school district, and a non-governmental organization.\"},{\"question\":\"How do the resources influence students, according to the findings?\",\"answer\":\"Findings indicate that the discursive management of the human-nature relationship and how nature is portrayed in programs and materials shape students’ personal relationships with nature and their environmental consciousness.\"}]","Human/Nature Discourse in Environmental Science Education Resources | PDF",1792084891,38]