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Table of Contents
Background and Overview
Teaching Strategies
P2 Instructional Materials
Reference Library
All Youth Education links
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Essential Links:

Moving Into the Mainstream
Description of factors propelling environmental education out of the fringes and into the educationa...

Fostering Sustainable Behavior
An online guide to designing and evaluating programs to foster sustainable behaviors. Registration i...

Youth Education: Teaching Strategies
P2 and Youth Education: Curricula and Activities
Sow a thought and you reap an action; sow an act and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny.
--Ralph Waldo Emerson

Some say that a habit can be developed or changed in 21 days, others say it takes 40 days, and still others contend that once repeated seven times any activity will become habit. Experts agree that whatever the duration, behavior change follows a predictable curve, rising quickly at first, reaching a plateau, and then rising more slowly with further plateaus. Pollution prevention (P2) education is an attempt to sow a thought and reap a lifelong habit by challenging students to evaluate, compare, and integrate new ideas with their own previous understandings and experiences.

Action Research: Community Problem Solving is an environmental education approach that was developed by William B. Stapp, in his pioneering effort to foster environmental literacy. It provides a framework in which an environmental education curriculum can be constructed, rather than specifying curriculum content. Important features of this process are:

  • Identification of a concern in the local community,
  • Information gathering,
  • Communication,
  • Cooperation,
  • Development of useful skills,
  • Problem-solving,
  • Action, and
  • Constant evaluation and reflection.

This approach facilitates going beyond the fact-by-fact, piece-by-piece examination of the environment to think in terms of inexorably bound together systems. It encourages learners to consider environmental and social systems as well as to develop core skills citizens need for responsible action. (NAAEE Conference, Dr. Bora Simons.)

An excellent source of information for developing environmental education teaching strategies is the state-based environmental education associations (see: http://eelink.net/naaeeaffiliatesnetwork.html). These professional, grassroots organizations (existing in 47 states) have done much to promote the goals of environmental education through:

  1. environmental education grants programs (reported in 27 states),
  2. environmental education master plans and K-12 requirements (15 states),
  3. environmental education curriculum guides that offer instructional strategies, resource listings and suggestions for developing curriculum (21 states), and
  4. state environmental learning objectives intended to assist educators in developing specific instructional plans (30 states).

(Study by National Environmental Education Advancement Project, NEEAP, originally conducted in 1995 and updated in 1998; http://eelink.net/perspectives-statelevelee.html.)

Links in this section give more details on current educational theories and teaching strategies.

Hub Last Updated: 08/08/2003

The P2Rx Topic Hub Project was developed by:
The Youth Education Topic Hub was developed by:
Peaks to Prairies
Peaks to Prairies
Contact Laura Estes (Peaks)
406-994-3451 or laurae@montana.edu